Objective: The aim was to investigate the effect of structured education applied to medical students on attitudes towards gender perception (GP) and dating violence (DV). Materials and Methods: This is a selfcontrolled one-sample interventional study. A single group pre/post-test model was used. As the test, Perception of Gender Scale and Attitude Towards DV Scales were applied. In the methodological aspect, a training program was implemented on students which aims to raise awareness on gender and DV issues, to improve the flexibility of their perspective, and to change attitudes and behaviors in a positive way. It was investigated whether GP and attitudes towards psychological violence perpetrated by women in dating (W-PVPiD), changed before and after the training and according to gender. The relationship between GP and attitudes towards W-PVPiD was examined, as well. Results: 24 first-year medical students participated in the study (9 M; 15 F). There was a significant change in the students’ GP and W-PVPiD after the training. There was a difference between male and female students’ GP before and after education. After the training, there was a positive change in the perception of women towards both gender and W-PVPiD, while in men positive change was found only in their GP. There was a difference in both male and female students’ GP before and after the training. In terms of attitudes towards W-PVPiD, a difference between the sexes was found only after the training. There was a relationship before and after training between GP and attitude towards W-PVPiD. Conclusion: It was found that the applied training had a positive effect on an egalitarian perception of gender and on not approving W-PVPiD. In both respects, women’s approach changed more positively than men’s after the training. The fact that males did not change in disapproving W-PVPiD suggested that the issue should be investigated further. Although training activity has generally facilitated positive change, the determinant effect of the sociocultural environment on gender norms continues and inequalities can be reproduced consciously or unconsciously. As stated in the Istanbul Convention and the policies set out in line with it and included in the National Core Education Program for Undergraduate Medical Education-2014, gender, health and violence-related issues in medical education and university are important achievements and these are the necessary steps to be developed.