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公平教育:在生理学课程中实施跨肯定能力

Athul Km1, Satendra Singh1,2, Khan Amir Maroof3,2

  • 1Department of Physiology, University College of Medical Sciences, University of Delhi, Delhi, India.

Advances in physiology education
|August 13, 2025
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概括

印度医学院正在将必要的跨肯定能力整合到生理学课程中. 这项试点研究表明,向未来的医生教授性别包容性护理技能的可行性,增强患者尊重和基于证据的实践.

关键词:
健康 人文学科 卫生 人文学科这就是为什么LGBTQIA是 LGBTQIA.转向肯定能力是指转向肯定能力.跨性别者健康问题本科医学教育 本科医学教育

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科学领域:

  • 医学教育 医学教育
  • 公共卫生 公共卫生
  • 性别研究是性别研究.

背景情况:

  • 印度医疗课程目前缺乏跨性别肯定能力,尽管法律保护,但阻碍了对跨性别和性别多样性个体的尊重护理.
  • 迫切需要为未来的医疗保健专业人员提供提供基于证据和包容性护理的技能.

研究的目的:

  • 在医学学生的第一年生理学课程中纵向嵌入跨肯定能力.
  • 评估将性别包容性教育纳入现有医疗培训中的可行性和有效性.

主要方法:

  • 使用Kern的六步方法进行了一项试点课程开发研究,对170名第一年MBBS学生进行了11个月的研究.
  • 16个跨肯定能力被调整并整合到理论,实践,伦理和早期临床暴露会议中,利用健康人文工具.
  • 能力与印度医学毕业生的五个角色保持一致.

主要成果:

  • 综合课程为1005分钟,主要是伦理学和早期临床暴露课程.
  • 辅导员的反显示出对能力的适当性和有效性的一致支持.
  • 学生反表明,69.0%的人认为补充是相关的,80.6%的人认为它对未来的实践至关重要.

结论:

  • 将跨肯定能力整合到医学教育中是可行的,而不会破坏核心课程.
  • 这项研究为性别包容性医学教育提供了一个可复制的模型.
  • 基于人文学的教学可以促进包容性,基于权利的医疗保健,并增强医学学生的同情心.