性别期望：在学术医学中为支持跨性别和非二元性别受训者而应对结构性挑战的策略。
Gendered Expectations: Strategies for Navigating Structural Challenges in Support of Transgender and Nonbinary Trainees in Academic Medicine.
机构信息
T.E. Cook is program manager, Training and Professional Development, Office of Diversity Affairs, New York University Grossman School of Medicine, New York, New York; ORCID: https://orcid.org/0000-0002-5362-4330. O.E. Dimant is resident physician, Internal Medicine, Northwell Health, Staten Island University Hospital, New York, New York; ORCID: http://orcid.org/0000-0001-9392-0890. R. Novick is senior program coordinator, Student Engagement and Transition Programs, Office of Student Affairs, New York University Grossman School of Medicine, New York, New York. A. Adegbola is former director, Office of Diversity Affairs, New York University Grossman School of Medicine, New York, New York. U. Blackstock is former associate professor, Emergency Medicine, and director, Recruitment, Retention, and Inclusion, Office of Diversity Affairs, New York University Grossman School of Medicine, New York, New York. C.B. Drake is resident physician, Internal Medicine, New York University Grossman School of Medicine, New York, New York. M.E. Patenaude is program coordinator, Recruitment and Retention, Office of Diversity Affairs, New York University Grossman School of Medicine, New York, New York. J.E. Ravenell is associate dean, Diversity and Inclusion, and associate professor, Population Health, New York University Grossman School of Medicine, New York, New York. A. Radix is senior director, Research and Education, Department of Medicine, Callen-Lorde Community Health Center, New York, New York, and clinical associate professor, Internal Medicine, New York University Grossman School of Medicine, New York, New York. R.E. Greene is associate professor, Internal Medicine, and director of health disparities education, Office of Diversity Affairs, New York University Grossman School of Medicine, New York, New York; ORCID: https://orcid.org/0000-0001-8618-7723.
出版信息
Acad Med. 2020 May;95(5):704-709. doi: 10.1097/ACM.0000000000003202.
Members of the lesbian, gay, bisexual, transgender, and queer community experience marginalization, bias, and discrimination, including in the world of academic medicine. People who are transgender and nonbinary (TGNB) experience further marginalization compared with individuals who are lesbian, gay, bisexual, and queer. According to a recent survey, more than half of medical students who are TGNB chose not to disclose their gender identities during training due to fears of discrimination, feeling a lack of support, and concerns about future career options. Academic medicine has historically pathologized TGNB individuals, perpetuating discrimination structurally and reinforcing discriminatory behaviors of peers and faculty. In this Perspective, the authors provide a comprehensive overview of the challenges that administrators and educators face in creating a learning environment that is inclusive of TGNB trainees. They outline opportunities for change and provide strategies to address administrative and educational challenges, including those related to institutional climate, policies, data collection, physical spaces, health care, curriculum, mentoring, and the evaluation of TGNB trainees. Finally, the authors issue a call to action for medical educators and administrators to create environments in which trainees who are TGNB can fulfill their educational mission: to learn the practice of medicine.
同性恋、双性恋、跨性别和酷儿群体的成员经历着边缘化、偏见和歧视，包括在学术医学领域。跨性别和非二元性别者（TGNB）比同性恋、双性恋和酷儿群体的个体经历着更多的边缘化。最近的一项调查显示，超过一半的跨性别和非二元性别医学生在培训期间选择不披露自己的性别认同，因为他们担心歧视、缺乏支持以及对未来职业选择的担忧。学术医学历来将 TGNB 个体病态化，从结构上延续了歧视，并强化了同行和教师的歧视行为。在本观点中，作者全面概述了管理人员和教育者在创建包容 TGNB 受训者的学习环境方面所面临的挑战。他们概述了变革的机会，并提供了应对行政和教育挑战的策略，包括与机构氛围、政策、数据收集、物理空间、医疗保健、课程、指导和 TGNB 受训者评估相关的挑战。最后，作者呼吁医学教育者和管理人员创造环境，让 TGNB 受训者能够完成他们的教育使命：学习医学实践。
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