Department of Mother and Child, Paediatric Endocrinology Unit/University Hospital Federico II, Naples, Italy.
Department of Neuroscience, Reproductive Sciences and Dentistry, University of Naples Federico II, Naples, Italy.
Horm Res Paediatr. 2024;97(3):254-260. doi: 10.1159/000533551. Epub 2023 Sep 26.
The aim of this study was to evaluate (i) the knowledge about different dimensions of sexual identity in a group of family pediatricians and (ii) the efficacy of a training program to improve knowledge and reduce genderism and heteronormativity.
A pre-post-follow-up study was conducted with 96 Italian pediatricians (48 men and 48 women) who participated in a 6-h training program and divided into 2 sections. The first section was theoretical and focused on the conceptual foundations of sexual identity, the depathologizing approach to gender diversity, and the role of pediatricians as the first contacts of children's or adolescents' family. The second part was experiential and included the presentation of a clinical case and the activation of a group reflection on the management of gender-diverse youth. Knowledge about sexual identity, genderism, and heteronormativity was measured.
Pre-training questionnaires revealed that the mean score of knowledge about sexual identity was 7.13 ± 3.21. One-way within-subject ANOVA revealed significant effects from pre- to post-training and from pre- to follow-up assessment but not from post-training to follow-up assessment, suggesting that significant changes in the knowledge about sexual identity (F = 39.75, p < 0.001), in personal biases related to genderism (F = 7.46, p < 0.01), and in heteronormative attitudes (F = 44.99, p < 0.001) and behaviors (F = 79.29, p < 0.001) were achieved through the training and maintained at follow-up.
These findings indicate the importance of training pediatricians to work with gender-diverse youth and provide them with the best clinical interventions.
本研究旨在评估：(i) 一组家庭儿科医生对不同维度性认同的认知；(ii) 一项培训计划提高知识和减少性别主义和异性恋规范的效果。
本研究采用预-后-随访设计，对 96 名意大利儿科医生（48 名男性和 48 名女性）进行了研究，他们参加了 6 小时的培训计划，并分为 2 个部分。第一部分是理论部分，重点介绍性认同的概念基础、性别多样性的去病理化方法以及儿科医生作为儿童或青少年家庭的第一接触者的角色。第二部分是经验部分，包括介绍一个临床病例和激活小组对性别多样化青年管理的反思。测量了对性认同、性别主义和异性恋规范的知识。
预培训问卷显示，性认同知识的平均得分为 7.13 ± 3.21。单因素方差分析显示，从预培训到培训后和从预培训到随访评估都有显著效果，但从培训后到随访评估没有显著效果，表明性认同知识（F = 39.75，p < 0.001）、与性别主义相关的个人偏见（F = 7.46，p < 0.01）和异性恋规范态度（F = 44.99，p < 0.001）和行为（F = 79.29，p < 0.001）均发生了显著变化通过培训实现，并在随访时得以维持。
这些发现表明，培训儿科医生与性别多样化的青年合作并为他们提供最佳的临床干预措施非常重要。
