检查医学教育中的酷尔性科学调查:一个酷尔阅读
Abigail Konopasky1, Jessica L Bunin2, Krista B Highland3
1Department of Medical Education, Geisel School of Medicine at Dartmouth, Hanover, New Hampshire, USA.
Teaching and learning in medicine
|November 3, 2024
概括
医学教育研究经常使用生物医学话语来描述怪异性,但这种语言可以病理化和同质化各种身份. 破坏这种话语对于医学真正的包容性至关重要.
科学领域:
- 医学教育研究 医学教育研究
- 健康 公平 卫生 公平
- 医学中的酷儿理论.
背景情况:
- 生物医学话语经常把奇怪的表现为病态.
- 医学教育研究人员利用这种话语来挑战异常规范叙述.
- 检查和破坏当前的生物医学语言对于包容性医学教育至关重要.
研究的目的:
- 在医学教育中破坏压迫性的生物医学话语.
- 分析关于奇怪的出版物中使用的语言和结构,涉及医生和实习生.
主要方法:
- 搜索了主要的数据库 (PubMed,科学网等) 对于从2013年至今的文章.
- 包括对美国医生和具有酷儿身份的学员的实证研究.
- 分析了23篇使用叙事技巧和奇怪理论的文章.
主要成果:
- 生物医学话语往往使奇异个体同质化,忽视了不同的身份和经验.
- 它意味着奇怪的脆弱性,而没有识别系统性原因或危害的代理人.
- 研究极少依赖干预,而是专注于投机性的变化.
结论:
- 打破基本化的类别 (例如"LGBT") 是至关重要的.
- 医学教育必须通过盟友和编辑责任来解决伤害.
- 将研究重点转向奇怪,可能使用QuantCrit,对于包容性医学培训是必要的.
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