Addressing gender bias in sexual and reproductive health care: A scoping review of training tools and interventions.

A total of 128 sources were included in the scoping review, comprising 25 toolkits/manuals and 103 intervention reports representing 100 unique intervention approaches.

• Literature was published between 2000 and November 2025
• Searches were conducted across multiple databases and organizational websites
• The review followed the Arksey and O'Malley framework and PRISMA-ScR guidelines
• The 103 intervention reports represented 100 unique intervention approaches

Nearly all included sources used didactic instruction as a pedagogical approach.

• Didactic instruction was used in 98.4% of sources
• This was the most commonly used pedagogical method across the included literature
• Sources covered diverse SRHR domains

Reflective or values-based learning was a common pedagogical component across the included training tools and interventions.

• 83.2% of sources incorporated reflective or values-based learning
• This approach addresses gender norms, bias, values, or stigma in SRHR care
• It was paired frequently with other pedagogical methods

Experiential learning methods such as role-play, simulation, and case-based learning were incorporated in the large majority of training tools and interventions.

• 92% of sources included experiential methods such as role-play, simulation, and case-based learning
• These methods were used alongside didactic and reflective approaches in multi-component pedagogical frameworks
• The high proportion indicates widespread acceptance of active learning in SRHR training

Almost all training tools and interventions emphasized equitable, person-centered care.

• 98.4% of sources emphasized equitable, person-centered care
• This was one of the most consistently integrated components across the literature
• Eligible records included manuals, curricula, toolkits, and educational interventions targeting health workers

Fewer than three-quarters of interventions incorporated gender-transformative elements.

• 68.8% of sources incorporated gender-transformative elements
• This indicates that nearly one-third of sources did not include gender-transformative approaches
• Gender-transformative and system-level approaches were incorporated 'to varying degrees, reflecting variability in their integration across educational interventions'

Approximately three-quarters of the included sources included system-level components.

• 74.4% of sources included system-level components
• This means roughly one-quarter of sources lacked system-level strategies
• The review identifies this as an opportunity for greater integration in future SRHR training

Gender norms and bias were identified as influencing how health workers interpret and deliver sexual and reproductive health and rights services, contributing to stigma, discrimination, and inequities in care.

• This framing provided the rationale for the scoping review
• The review aimed to map training tools and educational interventions designed to strengthen health workers' competencies and address gender bias in SRHR care
• Eligible records specifically targeted health workers and addressed gender norms, bias, values, or stigma

The review identified opportunities for greater integration of gender-transformative and system-level strategies in future SRHR training and evaluation.

• Variability was found in the integration of gender-transformative and system-level approaches across interventions
• The review used descriptive and narrative approaches for data extraction and synthesis
• The findings highlight 'the breadth and characteristics of existing training approaches'