性与性别少数群体的健康:制定循证医学院课程的路线图。

Canadian medical education journal Pub Date : 2024-08-30 eCollection Date: 2024-08-01 DOI:10.36834/cmej.78448
Catherine Giffin, Sari Glow, Douglas Michael Lebo, Tara Freeman, Jovana Miladinovic, Sonja Hansen, Chad Brown, Nessika Karsenti
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引用次数: 0

摘要

背景:对未来的医生进行有关性与性别少数群体(SGM)患者及其医疗需求的教育,是减少该群体所面临的歧视和健康差异的重要途径。加拿大有 17 所医学院校,但在这一重要课题的教学方面缺乏国家标准。本文旨在回顾医学本科教育中教授SGM课程的最佳实践,并将这些信息归纳为课程开发的可行建议:方法:进行了一次范围广泛的文献综述,以确定 SGM 教学的最佳实践。该综述收集了同行评议的有关SGM教学最佳实践的灰色文献、政策文件以及医学教育权威和SGM倡导团体的意见书。通过与所有作者、加拿大同性恋医科学生协会(CQMSA)和加拿大医学院协会(AFMC)的反复讨论,提出了一系列主张:搜索结果显示,共有 1347 篇论文,其中 89 篇被保留用于数据提取。这些论文的主要成果按照五个重复的主题进行了分类,这些主题构成了六项主张的基础;在与所有作者讨论后,又增加了两项主张:结论:我们提出了制定医学本科 SGM 教育国家标准的八项主张。这些建议包括:统一所有学校的学习目标;使用已建立的课程模式指导课程开发;在各级培训中交织概念;教学模式多样化;提供师资培训;确保为 SGM 学生和教师提供一个安全的空间;使用 OSCE 作为教学工具;让当地的 SGM 社区参与课程开发和实施。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Sexual and gender minority health: a roadmap for developing evidence-based medical school curricula.

Background: Educating future physicians about sexual and gender minority (SGM) patients and their health care needs is an important way to mitigate discrimination and health disparities faced by this community. Canada, across its 17 medical schools, lacks a national standard for teaching this essential topic. This paper aims to review the best practices for teaching an SGM curriculum in undergraduate medical education and synthesize this information into actionable propositions for curriculum development.

Methods: A scoping literature review was conducted to identify best practices for SGM teaching. The review elicited peer-reviewed and grey literature on best practices for SGM teaching, policy documents, and opinion pieces from medical education authorities and SGM advocacy groups. Through an iterative process with all authors, the Canadian Queer Medical Students Association (CQMSA), and the Association of Faculties of Medicine of Canada (AFMC), a set of propositions was developed.

Results: The search yielded 1347 papers, of which 89 were kept for data extraction. The main outcomes of these papers were sorted along five repeating themes, which formed the basis for six propositions; two more propositions were then added after discussion with all authors.

Conclusion: We present eight propositions for the development of a national standard for SGM education at the undergraduate medical level. These include standardizing learning objectives across all schools, using established curricular models to guide curriculum development, interweaving concepts across all levels of training, diversifying teaching modalities, providing faculty training, ensuring a safe space for SGM students and faculty, using OSCEs as a teaching tool, and involving the local SGM community in curriculum development and delivery.

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