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Area of Science:

  • Medical Education
  • Healthcare Inclusivity
  • Linguistic Studies in Medicine

Background:

  • Misgendering transgender individuals in healthcare settings exacerbates discrimination and health disparities.
  • Cisnormative language is prevalent in biological and clinical descriptions.
  • The study investigates language used in clinical skills training involving pelvic mannequins.

Purpose of the Study:

  • To analyze the language used during urethral catheterisation practical sessions for medical students.
  • To assess students' awareness of gendered language when referring to medical mannequins.
  • To identify opportunities for improving inclusivity in medical education.

Main Methods:

  • Direct observation of 14 urethral catheterisation sessions with 4th and 5th-year medical students.
  • Reflection writing by clinical educators on observed language use.
  • Questionnaire assessing students' prior transgender health education and language awareness.

Main Results:

  • Analysis of 21 observer reflections revealed prevalent gendered language, linguistic mirroring between instructors and students, and a narrow task focus.
  • 94.5% of 55 surveyed students had not considered the appropriateness of pronoun usage for mannequins.
  • Significant linguistic mirroring indicates a need for enhanced faculty training.

Conclusions:

  • Systemic changes are needed, including using anatomical terms (e.g., 'penile,' 'vulval') instead of gendered labels for mannequins and procedures.
  • Improved faculty training is essential to address linguistic mirroring and promote inclusive communication.
  • Clinical skills training can be enhanced to challenge non-inclusive behaviors without hindering skill acquisition.