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There have been tremendous developments in the area of medical education of late, including the introduction of problem-based learning (PBL) and team-based learning (TBL). Undoubtedly, these new methods of teaching have significant benefits in enhancing learning skills and medical learning outcomes. However, it is still too early to conclude that these relatively recent techniques can solve problems that have persisted from following structured curricula in the past. One issue worth highlighting is the gender learning gap. For years, female students have repeatedly shown superior academic results in comparison to their male counterparts.1–3 A greater number of women gain admission into medical schools, where they outperform their male colleagues academically; they also go on to earn more graduate degrees.4,5 The widening of this gender learning gap—particularly in the medical and healthcare fields—is of growing concern. Reasons for this phenomenon may include social, cultural, psychological and emotional components.4

Are Men from Mars and Women from Venus? Bridging the gender learning gap in medical education