Micheal Sowbhagya, Marjadi Brahmaputra
School of Medicine, Western Sydney University, Campbelltown, New South Wales, Australia.
Clin Teach. 2018 Jun;15(3):208-213. doi: 10.1111/tct.12778. Epub 2018 Apr 25.
Teaching gender and sexuality in medical school is critical to prepare students for future clinical practice. Yet curriculum gaps exist in teaching these topics in medical schools. To address this, medical schools are integrating gendered perspectives into their curricula.
Acknowledging the need to teach gender and sexuality, Western Sydney University School of Medicine introduced a lecture on 'Gendered Perspectives on Health' in 2015. However, the delivery of the content took more time than anticipated, as some students lacked a basic understanding of gender and sexuality. Engagement with the didactic teaching method was low.
Using blended learning techniques, a flipped classroom workshop on gender and sexuality was developed in 2016. The workshop had online components that gave basic information on gender and sexuality, which students viewed prior to the face-to-face session. Students then discussed specific gender-related topics with expert facilitators using a timed multi-station approach during the face-to-face session. A plenary session provided students with the opportunity to address any remaining questions. Evaluation suggests that the workshop increased the students' self-reported knowledge on gender and sexual health topics and services. Students also found the workshop useful and engaging. Teaching gender and sexuality in medical school is critical to prepare students for future clinical practice IMPLICATIONS: The workshop provided an engaging and informative way for students to discuss gender and sexuality. The workshop also created a safe learning environment for students to clarify their perceptions of gender and sexuality. Increasing students' knowledge and understanding of gender and sexuality promoted a gender-sensitive approach to patient care, which can help students to avoid stereotyping and to provide comprehensive care to gender-diverse groups.
在医学院校教授性别与性取向对于让学生为未来的临床实践做好准备至关重要。然而，医学院校在教授这些主题方面存在课程空白。为解决这一问题，医学院校正在将性别视角融入其课程中。
西悉尼大学医学院认识到教授性别与性取向的必要性，于2015年引入了一场关于“健康的性别视角”的讲座。然而，内容的讲授比预期花费了更多时间，因为一些学生对性别和性取向缺乏基本的了解。学生对说教式教学方法的参与度较低。
2016年，利用混合学习技术开发了一个关于性别与性取向的翻转课堂工作坊。该工作坊有在线部分，提供关于性别和性取向的基本信息，学生在面对面课程之前观看。然后，学生在面对面课程期间使用定时多站式方法与专家主持人讨论特定的性别相关主题。全体会议为学生提供了解决任何剩余问题的机会。评估表明，该工作坊增加了学生自我报告的关于性别和性健康主题及服务的知识。学生们还发现该工作坊有用且引人入胜。在医学院校教授性别与性取向对于让学生为未来的临床实践做好准备至关重要。
该工作坊为学生讨论性别与性取向提供了一种引人入胜且信息丰富的方式。该工作坊还为学生创造了一个安全的学习环境，以澄清他们对性别和性取向的看法。增加学生对性别和性取向的知识和理解促进了对患者护理的性别敏感方法，这可以帮助学生避免刻板印象，并为不同性别的群体提供全面护理。
