Comparison of faculty and student perceptions of sexual and gender minority content in a preclerkship medical curriculum.

Autor: Crosby B; Boston University Chobanian & Avedisian School of Medicine, Boston, MA, USA. bcrosby@bu.edu., Gell-Levey IM; Boston University Chobanian & Avedisian School of Medicine, Boston, MA, USA.; Departments of Pediatrics & Child Neurology, Barrow Neurological Institute at Phoenix Children's Hospital, Phoenix, AZ, USA., Monroe J; Boston University Chobanian & Avedisian School of Medicine, Boston, MA, USA.; Department of Medicine, Beth Israel Deaconess Medical Center, Boston, MA, USA., Streed CG Jr; Center for Transgender Medicine and Surgery, Boston Medical Center, Boston, MA, USA., Siegel J; Center for Transgender Medicine and Surgery, Boston Medical Center, Boston, MA, USA.; Transgender Health Program, Massachusetts General Hospital, Boston, MA, USA., Carter EE; Division of Urology, University of Utah School of Medicine, Salt Lake City, Utah, USA., Mulkey N; Department of Psychiatry, The University of Vermont Medical Center, Burlington, VT, USA., Zumwalt AC; Department of Anatomy & Neurobiology, Boston University Chobanian & Avedisian School of Medicine, Boston, MA, USA.
Jazyk: angličtina
Zdroj: BMC medical education [BMC Med Educ] 2023 Dec 19; Vol. 23 (1), pp. 973. Date of Electronic Publication: 2023 Dec 19.
DOI: 10.1186/s12909-023-04925-7
Abstrakt: Background: Sexual and gender minority (SGM) persons experience stark health disparities. Efforts to mitigate disparities through medical education have met some success. However, evaluations have largely focused on subjective perspectives rather than objective measures. This study aimed to quantify Boston University School of Medicine's sexual and gender minority (SGM) education through surveys of course directors (CDs) and medical students regarding where SGM topics were taught in the preclerkship medical curriculum. Responses were compared to identify concordance between faculty intention and student perceptions regarding SGM education.
Methods: A cross-sectional survey was distributed to preclerkship CDs and current medical students in Spring 2019 and 2021, respectively, regarding where in the mandatory preclerkship curriculum CDs deliberately taught and where first- and second-year students recalled having learned 10 SGM topic domains.
Results: 64.3% of CDs (n = 18), 47.0% of the first-year class (n = 71), and 67.3% of the second-year class (n = 101) responded to the surveys. Results indicate that, as anticipated, deliberate SGM teaching correlates with greater student recall as students recalled topics that were reported by CDs as intentionally taught at a significantly higher rate compared to those not intentionally taught (32.0% vs. 15.3%; p < 0.01). Students most commonly recalled learning SGM-related language and terminology, which is likely partly but not entirely attributed to curricular modifications and faculty development made between distribution of the faculty and student surveys, indicating the importance of all faculty being trained in appropriate SGM terminology and concepts. Discordance between faculty intention and student recall of when topics were taught reveals opportunities to enhance the intentionality and impact of SGM teaching.
Conclusions: Students perceive and recall SGM content that is not listed as learning objectives, and all faculty who utilize this material in their teachings should receive foundational training and be thoughtful about how information is framed. Faculty who intentionally teach SGM topics should be explicit and direct about the conclusions they intend students to draw from their curricular content.
(© 2023. The Author(s).)
Databáze: MEDLINE
Externí odkaz: