识别潜在的LGBTQIA+能力,用于遗传咨询学生培训
Grace Saunders1, Erin Carmany2, Angela Trepanier2
1Munroe-Meyer Institute, University of Nebraska Medical Center, Omaha, Nebraska, USA.
Journal of genetic counseling
|June 14, 2024
概括
这项研究探讨了遗传咨询研究生课程中的LGBTQIA+ (女同性恋,男同性恋,双性恋,跨性别者,奇异性恋者,跨性别者,无性恋者和其他人) 话题. 它确定了包容性遗传咨询的关键学习目标,以解决健康差异.
科学领域:
- 遗传咨询 教育 遗传咨询 教育
- 健康 公平 卫生 公平
- 在LGBTQIA+健康方面
背景情况:
- 在LGBTQIA+社区经历了显著的健康差异.
- 包容性医疗需要为提供者提供专门的培训.
- 目前的遗传咨询研究生课程缺乏标准化的LGBTQIA+能力.
研究的目的:
- 在北美遗传咨询研究生课程中探索当前的LGBTQIA+主题.
- 为了确定学习目标和基本能力的遗传咨询学生关于LGBTQIA+社区.
- 在遗传咨询中为包容性课程的制定提供信息.
主要方法:
- 与ACGC认可的遗传咨询计划的项目领导人和教师进行定性焦点小组研究.
- 使用反射主题分析分析的半结构面试.
- 涉及13名参与者,代表美国和加拿大的12个遗传咨询项目.
主要成果:
- 针对LGBTQIA+包容性遗传咨询,确定了六个总体学习目标和24个子目标.
- 关键主题包括了解LGBTQIA+社区,尊重患者互动,减轻健康的社会决定因素以及解决个人偏见.
- 采用了各种教学方法,如讲座,模拟和反思活动.
结论:
- 确定的学习目标为遗传咨询计划提供了一个框架,以开发或增强LGBTQIA+课程.
- 基于能力的教育可以提高遗传咨询学生为LGBTQIA+社区提供包容性护理的能力.
- 标准化能力对于解决LGBTQIA+人口在遗传咨询环境中面临的健康差异至关重要.
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