智利医学院中与女同性恋、男同性恋、双性恋、跨性别、间性和酷儿个体相关内容的特征：一项横断面调查。

Characterization of content associated with lesbian, gay, bisexual, transgender, intersex, and queer individuals in Chilean medical schools: a cross-sectional survey.

机构信息

School of Education, Stanford University, California, United States of America.

School of Medicine, Faculty of Medicine, Universidad de Chile, Santiago, Chile.

出版信息

BMC Med Educ. 2024 Feb 21;24(1):167. doi: 10.1186/s12909-024-05150-6.

DOI:10.1186/s12909-024-05150-6

PMID:38383416

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC10882924/

Abstract

BACKGROUND

Lesbian, gay, bisexual, transgender, intersex, queer, and other sexual and gender identities (LGBTIQ+) individuals face health inequities. Additionally, medical students report a lack of confidence in providing specific health care to LGBTIQ + individuals, and medical schools do not offer the breadth and depth of coverage needed to fully prepare and make them comfortable in caring for these individuals. This study aims to characterize the teaching of curricular content related to LGBTIQ + health issues in medical schools in Chile.

METHODS

This was a cross-sectional descriptive mixed-methods study based on a 15-question survey sent to school directors of the 24 medical schools in Chile, conducted between October 2020 and July 2021. The questions included in the study were mostly based on two pre-existing questionnaires covering content, assessment methods, and identification of barriers to teaching this content.

RESULTS

The validated questionnaire was answered by 14 of 24 Chilean medical schools, with 11 schools (78.9%) declaring that they included some training in their curriculum. The predominant range of time allocated to LGBTIQ + training in medical programs was between 1 and 5 h. The most addressed topics were HIV (92.85%), sexual orientation (78.57%), and chronic disease risk in LGBTIQ + populations (78.57%). Most schools, accounting for 71.5%, considered the content they delivered to be "moderately insufficient" or "insufficient". Regarding the teaching methodologies, the most used were lectures (92.8%), clinical cases (42.9%), and clinical simulation (28.6%).

CONCLUSION

Most surveyed medical schools reported curricular spaces dedicated to teaching health issues of LGBTIQ + individuals, primarily during the pre-internship training period. However, the time allocated is insufficient, and there is little approach to topics beyond the patient's sexual history or sexual orientation. Given the crucial role of medical schools, they must adopt both local and national strategies to enrich training focused on the care of LGBTIQ + patients.

摘要

背景

女同性恋、男同性恋、双性恋、跨性别、间性人、酷儿和其他性与性别认同者（LGBTIQ+）面临健康不平等问题。此外，医学生报告说，他们对向 LGBTIQ+个人提供特定医疗保健缺乏信心，而医学院校没有提供充分的广度和深度的覆盖范围，无法充分准备并使他们能够舒适地为这些人提供护理。本研究旨在描述智利医学院校有关 LGBTIQ+健康问题的课程内容教学情况。

方法

这是一项基于 2020 年 10 月至 2021 年 7 月向智利 24 所医学院校的校长发送的 15 个问题的横断面描述性混合方法研究。研究中包含的问题主要基于涵盖内容、评估方法和确定教授这一内容障碍的两个现有问卷。

结果

24 所智利医学院校中的 14 所回答了经过验证的问卷，其中 11 所（78.9%）学校宣布在课程中纳入了一些培训。医学课程中分配给 LGBTIQ+培训的时间主要在 1 至 5 小时之间。讨论最多的主题是 HIV（92.85%）、性取向（78.57%）和 LGBTIQ+人群中的慢性疾病风险（78.57%）。大多数学校（71.5%）认为他们提供的内容“相当不足”或“不足”。关于教学方法，使用最多的是讲座（92.8%）、临床病例（42.9%）和临床模拟（28.6%）。