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在医学教育中导航性别和性别的教师培训
Benjamin Crosby1,2, Hannah Dumas1,2, Janet Monroe3
1Third-Year Medical Student, Boston University Chobanian & Avedisian School of Medicine.
医学教育工作者在培训课程后提高了对性别和性别包容性的理解. 这个倡议通过解决偏见和促进针对性别和性多样性 (GSD) 个人的准确,包容性教学来增强医学教育.
科学领域:
- 医疗教育 医学教育
- 健康 公平 卫生 公平
- 医学中的性别和性.
背景情况:
- 医学教育经常使用假设二进制和对齐的性别和性别的语言,这过于简化了疾病机制.
- 这种方法不足以满足性别和性多样性 (GSD) 个体的健康需求.
- 需要包括性的医学教导,准确地代表性别和性.
研究的目的:
- 开发和评估医学院教师的培训课程.
- 该会议旨在改善医学教育中性别和性别的准确和包容性参考.
- 解决教学中的偏见,并促进对与性别和性别有关的生理差异的理解.
主要方法:
- 为本科和研究生医学教育工作者提供了一个为期1小时的培训课程.
- 会议包括30分钟的教学教学和20分钟的小组讨论.
- 教师在培训前和培训后自我报告了意识和知识,并使用对联t测试分析了结果.
主要成果:
- 40名教师参加了这次培训.
- 培训后,参与者对性别和性别之间的差异意识显著增加 (p = .002).
- 在性别与教学相关性的感知 (p = .04) 和准备讨论与性别相关的疾病驱动因素 (p = .005) 中也注意到了显著的改善.
结论:
- 该培训显著提高了教师的理解,并考虑了医学教育中的性别和性别.
- 参与者表达了对持续指导的愿望,表明了会议的价值.
- 这种可适应的培训可以作为进一步医学教育的基础,以性别和性别包容性为基础.
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