Protocols as curriculum? Learning health advocacy skills by working with transgender patients in the context of gender-affirming medicine
| Autor: | Stella L. Ng, Lori E. Ross, Daniel Grace, Suzanne R. Sicchia, Kinnon Ross MacKinnon |
|---|---|
| Rok vydání: | 2019 |
| Předmět: |
020205 medical informatics
Health Personnel education Standardized test Resistance (psychoanalysis) Context (language use) Health Services for Transgender Persons 02 engineering and technology Transgender Persons Education 03 medical and health sciences 0302 clinical medicine Transgender Health care 0202 electrical engineering electronic engineering information engineering Humans 030212 general & internal medicine Curriculum Sexual identity Medical education business.industry General Medicine Health advocacy business Psychology |
| Zdroj: | Advances in health sciences education : theory and practice. 25(1) |
| ISSN: | 1573-1677 |
| Popis: | Evidenced by leading journals in academic medicine, health professions education has taken up the call to advance equitable healthcare. One pressing area where gaps and inequities are apparent is transgender (trans) people's access to gender-affirming medicine such as hormones and surgeries. Reasons for the dire state of care include education gaps. While specific content knowledge has been identified as lacking in medical school curricula, less research has focused on the complex social practices required of clinicians and educators working in gender-affirming medicine, and how these skills are learned through practice. In order to inform health professions education in this key area of need, we conducted a study to better understand the social practices, and the learning that occurs therein, of gender-affirming medicine. We identified the work processes of 22 clinicians, clinician-educators, trans patients, and clinical care administrators with attention to how policies and protocols influenced practice, learning, and teaching. The results of our study elucidate: (1) that practicing of gender-affirming medicine is strictly dictated by standardized assessment protocols, which serve as a form of curriculum; and (2) how health professionals learn and teach health advocacy as a form of resistance to protocols identified as creating inequities. These findings suggest an opportunity to view protocols-and their inherent limitations-more deliberately as teaching and learning tools, specifically for learning advocacy. |
| Databáze: | OpenAIRE |
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