医学成像程序中的跨性别和性别多样性课程:一个案例研究
Sidsel Pedersen1, Lynn Corcoran1
1Athabasca University, Athabasca, Canada.
BMC medical education
|April 25, 2024
概括
在制定跨性别和性别多样性 (TGD) 医学成像课程时,教育工作者面临挑战. 解决这些障碍是创造包容性医疗保健教育和改善TGD个人的患者体验的关键.
科学领域:
- 医学教育 医学教育
- 放射学技术 辐射技术
- 医疗保健的包容性 医疗保健包容性
背景情况:
- 跨性别和性别多样性 (TGD) 个体在医疗保健中遇到重大障碍,包括歧视和cis-heteronormative医学成像实践.
- 目前的医学成像课程往往缺乏包容性的术语和内容,导致患者的恐惧和TGD个体需要自我倡导.
- 教育人员在医学成像计划中开发和实施跨性别和性别多样性 (TGD) 内容时面临障碍.
研究的目的:
- 调查教育工作者在医学成像课程中创建和提供跨性别和性别多样性 (TGD) 内容时所面临的影响和挑战.
- 确定影响TGD包含内容在医学成像教育中成功整合的因素.
主要方法:
- 采用一个案例研究方法,专注于加拿大一所中学院校的医学成像计划.
- 数据收集涉及与教职员工进行半结构化采访.
- 框架分析被用来分析机构文件和采访数据.
主要成果:
- 七个关键主题出现了:教育工作者熟悉/舒适,项目间合作,教学专业知识,工作负载管理,社区联系,内容知识/差距和支持访问.
- 这些主题强调了课程开发中的障碍和促进者的多方面的性质.
- 教师的经验表明,需要机构支持和资源,以促进高频教育课程的整合.
结论:
- 了解教育工作者的观点对于赋予他们能力来开发和整合TGD课程至关重要.
- 这项研究为未来的课程设计提供了宝贵的见解,促进了中学后机构的包容性教育计划.
- 最终目标是通过改善教育来增强跨性别者和性别多样性人口的医学成像体验.
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