医学教育工作者对巴巴多斯跨性别课程的看法和经验
Natalie Greaves1, Maisha K Emmanuel1, Arianne Harvey1
1Faculty of Medical Sciences, The University of the West Indies-Cave Hill, Bridgetown, Barbados.
医学教育工作者了解跨性别者的健康需求,但面临着将其纳入课程的资源挑战. 他们建议广泛的多样性培训,强调跨性别者获得医疗保健的结构性障碍.
科学领域:
- 医学教育 医学教育
- 卫生系统研究 卫生系统研究
- 卫生社会学 卫生社会学
背景情况:
- 医学教育往往缺乏全面的跨性别健康内容.
- 了解医学教育工作者的观点对于课程开发至关重要.
- 卫生系统在响应跨性别患者需求方面面临挑战.
研究的目的:
- 探索医学教育工作者对跨性别术语的理解.
- 评估教育工作者对卫生系统应对跨性别需求的态度.
- 检查在医学教育中整合跨性别课程的观点.
主要方法:
- 针对15名参与课程设计和交付的医学教育工作者进行了有目的的抽样.
- 使用Zoom聚焦组的定性解释主义方法.
- 用NVivo 12 Pro软件对焦组数据进行文字转录和分析.
主要成果:
- 教师展示了对跨性别健康和心理社会需求的知识.
- 对于独立的跨性别课程的感知障碍包括资源限制.
- 确定需要在本科和研究生层面提供广泛的多样性内容,包括跨性别健康.
- 结构性耻辱和歧视被认为是跨性别者获得医疗保健的障碍.
结论:
- 医学教育工作者对跨性别者的健康需求有所了解.
- 需要改善卫生系统的响应能力,解决结构性耻辱和歧视问题.
- 将跨性别健康纳入医学课程需要务实的资源优化,最好在更广泛的多样性培训中实现.
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