同性伴侣的辅助生殖:跨学科临床前积极学习模块,结合基于案例的小组讨论和患者小组讨论
Xochitl A Green1, Kayla J Flores Tindall2,3, Ana L Flores Tindall3
1University of California, Davis School of Medicine, Sacramento, CA, USA.
概括
一个新的医学院模块改善了学生对女同性恋,男同性恋,双性恋和酷尔 (LGBTQ) 患者的辅助生殖技术 (ART) 的理解. 积极学习方法,包括案例讨论和患者小组,增强了对解决LGBTQ生殖健康需求的信心.
科学领域:
- 医学教育 医学教育
- 生殖健康 生殖健康
- 在LGBTQ+医疗保健中
背景情况:
- 医疗培训往往缺乏对女同性恋,男同性恋,双性恋和酷尔 (LGBTQ) 社区独特的医疗保健需求的全面教育.
- 将LGBTQ+内容整合到缩短的医学课程中,带来了重大挑战.
- 医生需要提高技能,才能有效地为LGBTQ+个人提供服务,特别是在生殖健康方面.
研究的目的:
- 开发和评估一个临床前积极学习模块,专注于LGBTQ+护理中的辅助生殖技术 (ART).
- 将基础科学和临床观点与LGBTQ+生殖健康的患者经验相结合.
- 评估该模块对医学学生对LGBTQ+患者护理的熟悉度,信心和满意度的影响.
主要方法:
- 一个临床前模块是使用基于案例的小组讨论格式设计的.
- 该模块包含了一个患者小组,其中包括一对通过ART怀孕的同性伴侣.
- 一年级医学学生参加了该模块,在进行了生殖内分泌学和遗传学基础讲座后.
主要成果:
- 在126名学生中,72人完成了一项调查;95.8%的人报告说,他们对LGBTQ+患者体验的看法有所改善.
- 92-96%的学生同意该模块实现了关于LGBTQ+健康障碍和ART应用的学习目标.
- 患者小组得到了高度评价 (84.7%),学生们引用了对LGBTQ+个体生殖障碍的更好理解.
结论:
- 结合案例讨论和患者观点的积极学习模块有效地整合了LGBTQ+生殖健康保健的基础和临床科学.
- 与一对同性伴侣合作并提供了真实的患者体验,增强了学生对生殖保健需求的理解.
- 这种教育方法为解决医疗培训中的LGBTQ+健康差异提供了有价值的模型.
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