在本科医学教育中的女同性恋,同性恋,双性恋和跨性别相关内容
Juno Obedin-Maliver1, Elizabeth S Goldsmith, Leslie Stewart
1Lesbian, Gay, Bisexual, and Transgender Medical Education Research Group, Stanford University School of Medicine, Stanford, California, USA.
JAMA
|September 9, 2011
概括
医学院对女同性恋,男同性恋,双性恋和跨性别者 (LGBT) 的健康提供有限的教育,平均只有5个小时专门用于这个主题. 课程内容和质量差异很大,突出需要改善LGBT患者护理培训.
科学领域:
- 医学教育 医学教育
- 公共卫生 公共卫生
- 健康差异 在健康上的差异
背景情况:
- 女同性恋,男同性恋,双性恋和跨性别者 (LGBT) 面临着健康差异,并有独特的医疗保健需求.
- 医学教育组织主张对LGBT敏感的培训.
- 针对LGBT的医学课程的范围在很大程度上是未知的.
研究的目的:
- 评估北美医学院LGBT相关医学课程的范围.
- 描述LGBT健康主题的课程开发实践.
- 评估医学院长对其机构LGBT相关教育内容的看法.
主要方法:
- 一项基于网络的调查对加拿大和美国176所全科医生和骨科医生医学院的院长进行了调查.
- 该调查于2009年5月至2010年3月进行,包括关于LGBT相关课程内容的13个问题.
- 收集的数据主要集中在报告的教学时间和特定主题覆盖范围.
主要成果:
- 与LGBT相关的内容的中位报告时间为5小时 (IQR,3-8小时).
- 存在显著的差异,一些学校在临床前或临床年报告了零小时.
- 虽然大多数学校都教授性史,但较少的学校涵盖了16个LGBT专题的广泛范围;43.9%的机构认为感知内容质量是"公平"的.
结论:
- 2009-2010年,美国和加拿大医学院对LGBT主题的中位指导时间是最小的.
- 与LGBT相关的教育的数量和内容存在很大差异.
- 改善LGBT健康教育需要专门的课程材料和教师的参与.
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