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Social-emotional experiences and cultural influences play significant roles in shaping gender development. During middle childhood, from ages 6 to 11, peer groups become dominant in reinforcing gender norms. Children in this age group often align with same-gender peer groups, which actively encourage behaviors that conform to traditional gender roles. For instance, boys may be discouraged from engaging in activities perceived as feminine, reinforcing culturally dictated norms about masculinity...
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Health promotion allows a person to control the determinants of health, resulting in an improved health status. It enhances the quality of life and reduces premature deaths. Health promotion and illness prevention programs help people make beneficial choices to reduce the risk of disease and disabilities. There are three health promotion and illness prevention levels: primary, secondary, and tertiary prevention.
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The person's health status fluctuates continually, varying from being in good health to becoming ill and returning to being healthy. To understand the concept of illness prevention, there are two models. First, the health-illness continuum model is a graphic representation of an individual's wellness. It states that a person is considered healthy in the absence of physical disease and the presence of good emotional health.
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Advancing Gender-Identity Inclusive Curricula: Exploring Initiatives and Needs among Maternal and Child Health

Aria Grabowski, Katey Krohn, Olivia S Anderson1

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Summary

Maternal and child health instructors are including gender-identity content in courses. Targeted training and guidelines are needed to better prepare them for teaching gender-identity inclusive care.

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Area of Science:

  • Medical Education
  • Public Health
  • Gender Studies

Background:

  • Maternal and child health (MCH) education is crucial for supporting parent and child well-being.
  • Traditional MCH language can exclude transgender and gender-diverse individuals.
  • Health profession instructors face challenges in teaching gender-identity inclusive care due to past training.

Purpose of the Study:

  • To assess if health professional instructors include gender-identity content in MCH courses.
  • To understand the support instructors need for teaching gender-identity inclusive content.

Main Methods:

  • Semi-structured interviews were conducted with ten MCH instructors.
  • Interviews explored the inclusion of gender-identity content, perceived student readiness, and instructor support needs.
  • Interviews were audio-video recorded, transcribed, and thematically coded.

Main Results:

  • Most instructors incorporated gender-identity content into their MCH courses.
  • Instructors recognized the complexity of gender-identity topics and varied in their preparedness to teach them.
  • Instructors expressed a need for additional guidelines and training to enhance their preparedness.

Conclusions:

  • Faculty preparedness is key to training health professionals for gender-identity diverse patients.
  • MCH instructors are actively integrating gender-identity content.
  • Targeted training and adherence to published guidelines will further support instructors in providing gender-identity inclusive education.