Sexual and gender minorities educational content within obstetric anesthesia fellowship programs: a survey

MacCormick, Hilary; George, Ronald B.

doi:10.1007/s12630-019-01562-x

Cited by 12 publications

(9 citation statements)

References 42 publications

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“…When ‘queer’ is used in post-graduate and graduate medical education research, it refers to curriculum gaps, patient identities in relation to culturally safe care and physician competencies, and the experiences of LGBT+-students (Baker & Beagan, 2014 ; Donald et al, 2017 ; MacCormick & George, 2020 ; Muntinga et al, 2020 ; Streed et al, 2019 ; Tollemache et al, 2021 ). Applying a queer lens to medical education has led authors to suggest the existence of a global discursive and systemic invisibility of queer narratives and needs, and a widespread refusal to label sexual and gender minority status as medically significant – a situation Müller ( 2018 ) identifies as an active process of erasure.…”

Section: Introductionmentioning

confidence: 99%

Transgender health content in medical education: a theory-guided systematic review of current training practices and implementation barriers & facilitators

Heesewijk

Kent

Grift

et al. 2022

Adv in Health Sci Educ

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Health disparities faced by transgender people are partly explained by barriers to trans-inclusive healthcare, which in turn are linked to a lack of transgender health education in medical school curricula. We carried out a theory-driven systematic review with the aim to (1) provide an overview of key characteristics of training initiatives and pedagogical features, and (2) analyze barriers and facilitators to implementing this training in medical education. We used queer theory to contextualize our findings. We searched the PubMed/Ovid MEDLINE database (October 2009 to December 2021) for original studies that reported on transgender content within medical schools and residency programs (N = 46). We performed a thematic analysis to identify training characteristics, pedagogical features, barriers and facilitators. Most training consisted of single-session interventions, with varying modes of delivery. Most interventions were facilitated by instructors with a range of professional experience and half covered general LGBT+-content. Thematic analysis highlighted barriers including lack of educational materials, lack of faculty expertise, time/costs constraints, and challenges in recruiting and compensating transgender guest speakers. Facilitators included scaffolding learning throughout the curriculum, drawing on expertise of transgender people and engaging learners in skills-based training. Sustainable implementation of transgender-health objectives in medical education faces persistent institutional barriers. These barriers are rooted in normative biases inherent to biomedical knowledge production, and an understanding of categories of sex and gender as uncomplicated. Medical schools should facilitate trans-inclusive educational strategies to combat transgender-health inequities, which should include a critical stance toward binary conceptualizations of sex and gender throughout the curriculum.

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Section: Introductionmentioning

confidence: 99%

Transgender health content in medical education: a theory-guided systematic review of current training practices and implementation barriers & facilitators

Heesewijk

Kent

Grift

et al. 2022

Adv in Health Sci Educ

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“…These action items give insight into which needs must be met to navigate these perceived obstacles most efficiently. Two of the three barriers are perception-based because it is unknown whether the barriers are real or if it is an expression of "veiled opposition" [9]. The scope of our surveys was not able to explore this specifically.…”

Section: Barriersmentioning

confidence: 98%

“…Three anonymous surveys were adapted from prior analogous work by MacCormick and colleagues in obstetric anesthesia to target emergency medicine faculty, residents, and program directors [9]. These surveys worked to gather data about sexual and gender minority related curricular content within their programs.…”

Section: Surveysmentioning

confidence: 99%

“…The three common barriers identified among our surveys were: (1) Perceived lack of time in the curriculum, (2) perceived lack of need vs. real (assessed) need, and (3) lack of faculty to teach. These are the most cited barriers to the development and implementation of culturally competent curricula across specialties and at every level of education [2,9,14]. A major limitation to the identification of perceived and literal barriers, is the absence of literature describing sexual and gender minority patient perspectives [9].…”

Section: Barriersmentioning

confidence: 99%

“…These are the most cited barriers to the development and implementation of culturally competent curricula across specialties and at every level of education [2,9,14]. A major limitation to the identification of perceived and literal barriers, is the absence of literature describing sexual and gender minority patient perspectives [9]. Although more research into this would inform how to overcome these barriers, this panel identified two action items per barrier.…”

Section: Barriersmentioning

confidence: 99%

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Education about sexual and gender minorities within Canadian emergency medicine residency programs

et al. 2022

Self Cite

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Objectives The CAEP 2021 2SLGBTQIA + i panel sought whether a gap exists within Canadian emergency medicine training pertaining to sexual and gender minority communities. This panel aimed to generate practical recommendations on improving emergency medicine education about sexual and gender minorities, thereby improving access to equitable healthcare. Methods From August 2020 to June 2021, a panel of emergency medicine practitioners, residents, students, and community representatives met monthly via videoconference. A literature review was undertaken, and three mixed methods surveys were distributed to the CAEP member list, CAEP Resident Section, College of Family Physicians of Canada (CFPC) iii Emergency Medicine Members Interest Group, and to emergency medicine residency program directors and their residents. Informed by the review and surveys, recommendations were drafted and refined by panel members before presentation at the 2021 CAEP Academic Symposium. A plenary was presented to symposium attendees composed of national emergency medicine community members, which reported the survey results and literature review. All attendees were divided into small groups to develop an action plan for each recommendation. Conclusions The panel outlines eight recommendations for closing the curricular gap. It identifies three perceived or real barriers to the inclusion of sexual and gender minority content in emergency medicine residency curricula. It acknowledges three enabling recommendations that are beyond the scope of individual emergency medicine programs or emergency departments (EDs), that if enacted would enable the implementation of the recommendations. Each recommendation is accompanied by two action items as a guide to implementation. Each of the three barriers is accompanied by two action items that offer specific solutions to overcome these obstacles. Each enabling recommendation suggests an action that would shift emergency medicine towards sociocultural competence nationally. These recommendations set the primary steps towards closing the educational gap.

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Sexual and gender minorities curricular content in Canadian anesthesia residency programs

Cheung

MacCormick

Munro

et al. 2023

Can J Anesth/J Can Anesth

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Sexual and gender minorities educational content within obstetric anesthesia fellowship programs: a survey

Cited by 12 publications

References 42 publications

Transgender health content in medical education: a theory-guided systematic review of current training practices and implementation barriers & facilitators

Transgender health content in medical education: a theory-guided systematic review of current training practices and implementation barriers & facilitators

Education about sexual and gender minorities within Canadian emergency medicine residency programs

Sexual and gender minorities curricular content in Canadian anesthesia residency programs

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