University of Louisville, Psychiatry and Behavioral Sciences, 550 S. Jackson St., ACB Psychiatry, Louisville, KY 40202, USA.
Acad Psychiatry. 2010 Sep-Oct;34(5):342-5. doi: 10.1176/appi.ap.34.5.342.
This study aims to estimate the number of hours dedicated to lesbian, gay, bisexual, and transgender content in one medical school's undergraduate curriculum, compare it to the national average, and identify barriers to addressing this content.
Course and clerkship directors were asked to estimate how many hours they spent on lesbian, gay, bisexual, and transgender content, how many hours would be ideal, and what barriers they perceived to teaching this content.
Faculty members identified lack of instructional time, lack of relevance to their course content, and lack of professional development on this topic as major barriers. There was a significant negative correlation (r(s)=-0.47, p=0.047) between "number of hours dedicated" and "perceived barriers to teaching this content."
Course and clerkship directors who perceive more barriers to teaching lesbian, gay, bisexual, and transgender content report dedicating less time to its instruction, but the barriers they perceive can largely be mitigated through faculty development.
本研究旨在估计一所医学院本科生课程中用于讲授同性恋、双性恋和跨性别内容的时间，并将其与全国平均水平进行比较，同时确定讲授这些内容的障碍。
课程和实习指导教师被要求估计他们在同性恋、双性恋和跨性别内容上花费的时间、他们认为理想的时间以及他们认为在教授这些内容时存在哪些障碍。
教师们认为缺乏教学时间、与课程内容相关性低以及缺乏该主题的专业发展是主要障碍。“投入的时间”和“教授这些内容的障碍感知”之间存在显著负相关（r(s)=-0.47，p=0.047）。
认为教授同性恋、双性恋和跨性别内容存在更多障碍的课程和实习指导教师报告投入的教学时间较少，但他们所感知的障碍可以通过教师发展得到很大程度的缓解。
