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Medical Educators' Perceptions and Experiences of Transgender Curriculum in Barbados.
Greaves, Natalie; Emmanuel, Maisha K; Harvey, Arianne; Harewood, Heather; Gromer, Jill; Majumder, Md Anwarul Azim; Campbell, Michael H.
Afiliação
  • Greaves N; Faculty of Medical Sciences, The University of the West Indies-Cave Hill, Bridgetown, Barbados.
  • Emmanuel MK; Faculty of Medical Sciences, The University of the West Indies-Cave Hill, Bridgetown, Barbados.
  • Harvey A; Faculty of Medical Sciences, The University of the West Indies-Cave Hill, Bridgetown, Barbados.
  • Harewood H; Faculty of Medical Sciences, The University of the West Indies-Cave Hill, Bridgetown, Barbados.
  • Gromer J; College of Social Work, Florida State University, Tallahassee, Florida, USA.
  • Majumder MAA; Faculty of Medical Sciences, The University of the West Indies-Cave Hill, Bridgetown, Barbados.
  • Campbell MH; Faculty of Medical Sciences, The University of the West Indies-Cave Hill, Bridgetown, Barbados.
Transgend Health ; 8(6): 550-557, 2023 Dec.
Article em En | MEDLINE | ID: mdl-38130985
ABSTRACT

Purpose:

This study explored medical educators' understanding of the term transgender and their attitudes and perspectives regarding (1) health system responsiveness to transgender needs and (2) transgender curriculum in medical education.

Methods:

The study employed purposive sampling of medical educators responsible for design and delivery of curriculum. Fifteen of 18 eligible educators participated in Zoom focus groups (FG1 n=7, FG2 n=8). FGs averaged 93 min and were recorded, transcribed verbatim, and analyzed using a qualitative interpretivist methodology with deductive and inductive coding assisted by NVivo 12 Pro software.

Results:

Educators were knowledgeable about the term transgender and the physical and psychosocial needs of transgender people. Participants viewed transgender care as a significant emerging health area. However, infrequent personal or clinical contact, coupled with constraints in human and other resources, resulted in the perception that transgender content as a stand-alone component of curriculum is difficult to justify. Participants articulated a need for broad-based diversity content, including disabilities, primarily at the undergraduate level. Educators saw transgender health as relevant for undergraduate-level psychiatry and postgraduate medical specializations. Analysis and discussion framed participant perspectives in the context of stigma, discrimination, and medicolegal and health systems that impede access to health care for transgender people.

Conclusion:

Participants demonstrated knowledge of transgender and transgender health care needs. Areas for improvements in health care responsiveness were identified, particularly related to structural stigma and discrimination. Although participants expressed interest in including transgender health in the curriculum, this would require pragmatic optimization of teaching resources.
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Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE País/Região como assunto: Barbados / Caribe ingles Idioma: En Revista: Transgend Health Ano de publicação: 2023 Tipo de documento: Article País de afiliação: Barbados País de publicação: Estados Unidos
Texto completo
Adicionar na Minha BVS
Imprimir
XML
PubMed Links
Buscar no Google

Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE País/Região como assunto: Barbados / Caribe ingles Idioma: En Revista: Transgend Health Ano de publicação: 2023 Tipo de documento: Article País de afiliação: Barbados País de publicação: Estados Unidos