Table 1 Pilot test: Learning points of the course
Course objectives | Module* | Number of statements | Quote |
|---|---|---|---|
1. Greater understanding of why attention to sex differences may be relevant in guideline development | 1 | 14 | "Gender does matter, but other forms of diversity can be relevant as well. It is right to consider these matters throughout the guideline development process". |
2. Skills for determining whether sex differences are relevant to the topic of a guideline and for phrasing sex-specific key questions | 2 | 4 | With reference to the tool: "assessing with the help of criteria rather than 'unquestioningly doubling' key questions by gender". |
3. Sex-specific search terms for locating literature in Medline, Embase and PsycInfo | 3 | 4 | "It is good to know that there are sex-specific search filters". |
4. Information about other relevant sources for sex-specific information | 3 | 1 | "sources and knowledge" |
5. Practical experience in how to focus on sex differences when appraising studies | 4 | 4 | "sex-specific checklist for literature assessment" |
6. Practical experience in the critical reading of reported subgroup analyses | 4 | 10 | "very clear explanation of subgroup analysis" |
7. Examples of various options for describing sex-specific information in guidelines | 5 | 2 | "different ways of including it in the guideline" |
Other codes | Â | Â | Â |
General methodology for integrating attention to sex differences in guidelines | 1–5 | 14 | "specific practical leads with which to work" |
Other | 1–5 | 5 | "Discussion about the homework: the correct answers that were provided were too strict. It has to be put into perspective that the parts that I assessed as right were not obviously false". |
Total | Â | 58 | Â |