Abstract

Introduction: sexism in education contributes to perpetuate gender inequalities in the training of professionals. Despite institutional efforts to eradicate it, there is no evidence of results in formal curricula. This study seeks to evaluate the presence of sexism and androcentrism in the curricular undergraduate programs of the Faculty of Medicine of the University of Chile. Methods: the curricular programs were compiled and a database was created with their compulsory bibliography, considering variables such as career, level, subject credits, gender of the teacher in charge of the course (PEC, Profesor Encargado del Curso in Spanish) and gender of the first authorship. A stratified analysis was performed to compare the number and proportion of authorships in the faculty, in addition to using a logistic regression model to identify the most influential variables. Results: we obtained 1 138 bibliographic references, mostly written by men (66,3 %; n=604). A predominance of male authors was observed in all areas of training, especially in Sciences. The careers with the highest proportion of female authors were those that are feminized. The level and credits of the subjects, the gender of the PEC and the year of publication, did not have a significant influence. Conclusions: the results indicate the presence of sexism and androcentrism biases in the mandatory bibliography of the undergraduate programs of the Faculty of Medicine. These findings highlight the importance of promoting more equitable and inclusive education, actively addressing the presence of gender stereotypes in curricular content.