医学院作为 cisgendered 组织
1Lyman Briggs College, Michigan State University, 919 E. Shaw Ln., East Lansing, MI, 48825, USA.
Social science & medicine (1982)
|May 2, 2024
概括
医学院课程经常边缘化跨性别和性别多样性 (TGD) 的学生,省略了TGD的健康背景和延续病理化,创造了敌对的学习环境. 建议包括课程改革和对TGD教师的支持.
科学领域:
- 医学教育 医学教育
- 卫生社会学 卫生社会学
- 性别研究是性别研究.
背景情况:
- 组织实践可以通过加强性别规范性来边缘化跨性别和性别多样性 (TGD) 人口.
- 医学院可能会通过课程的制定和实施来延续不平等,从而创建一个 cisgendered 的组织结构.
- 现有的课程往往缺乏全面的TGD健康内容和社会政治背景.
研究的目的:
- 探索美国医学学生对医学院课程中的跨性别和性别多样性 (TGD) 内容的看法.
- 确定课程的忽视和病理化如何影响TGD医学学生的学习环境.
主要方法:
- 采用四个重点小组进行的定性研究,于2023年进行.
- 涉及19名参与者认定为跨性别和性别多元化的医学学生.
- 使用吸附性分析来解释数据.
主要成果:
- 确定了关于TGD健康和社会政治背景的课程遗漏.
- 对TGD个体的持续病理化有助于形成一个敌对的教育环境.
- 医学院的职能是作为 cisgendered 组织嵌入不平等到他们的结构.
结论:
- 医学院课程需要进行重大改革,以解决TGD健康和经验问题.
- 建议包括TGD内容的实际整合和结构变化,如招聘TGD教师.
- 管理机构应该反对对TGD医疗保健的立法限制.
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