PDF(Pubmed)
Abstract：
BACKGROUND: Transgender and gender diverse (TGD) individuals face barriers, including harassment and discrimination, when accessing healthcare services. Medical imaging procedures require personal information to be shared, such as date of last menstrual cycle and/or pregnancy status; some imaging exams are also invasive or intimate in nature. Terminology is based on binary sex creating an inherently cis-heteronormative environment. TGD patients fear being outed and often feel a need to function as educators and advocates for their care. Incorporation of inclusive healthcare curriculum related to TGD populations is an effective means of educating new health providers and promotes safer and more inclusive spaces in healthcare settings. Educators face barriers which hinder the creation and implementation of TGD content. The purpose of this study was to examine the impacts educators are faced with when creating and delivering TGD content in their medical imaging curriculum.
METHODS: A case study of medical imaging programs at a Canadian post-secondary institute was undertaken. Data was collected via semi-structured interviews with faculty. Relevant institutional documents such as strategic plans, policies/procedures, websites, and competency profiles were accessed. Framework analysis was used to analyze the data.
RESULTS: The study found seven themes that influence the development of TGD curriculum as follows: familiarity and comfort with the curriculum and content change process; collaboration with other healthcare programs; teaching expertise; management of course workload and related. duties; connections to the TGD community; knowledge of required TGD content and existing gaps in curriculum; and access to supports.
CONCLUSIONS: Understanding educators\' perspectives can lead to an increased sense of empowerment for them to create and incorporate TGD curriculum in the future. Many post- secondary institutions are incorporating an inclusive lens to educational plans; this research can be used in future curriculum design projects. The goal is improved medical imaging experiences for the TGD population.
METHODS: A case study of medical imaging programs at a Canadian post-secondary institute was undertaken. Data was collected via semi-structured interviews with faculty. Relevant institutional documents such as strategic plans, policies/procedures, websites, and competency profiles were accessed. Framework analysis was used to analyze the data.
RESULTS: The study found seven themes that influence the development of TGD curriculum as follows: familiarity and comfort with the curriculum and content change process; collaboration with other healthcare programs; teaching expertise; management of course workload and related. duties; connections to the TGD community; knowledge of required TGD content and existing gaps in curriculum; and access to supports.
CONCLUSIONS: Understanding educators\' perspectives can lead to an increased sense of empowerment for them to create and incorporate TGD curriculum in the future. Many post- secondary institutions are incorporating an inclusive lens to educational plans; this research can be used in future curriculum design projects. The goal is improved medical imaging experiences for the TGD population.
摘要：
背景：变性人和性别多样化（TGD）个体面临障碍，包括骚扰和歧视,在获得医疗保健服务时。医疗成像程序需要共享个人信息，例如上次月经周期的日期和/或怀孕状态;一些影像学检查也是侵入性的或亲密的。术语基于二元性，创造了一种固有的顺式异形规范环境。TGD患者害怕被淘汰，并且经常感到有必要充当教育者和倡导他们的护理。纳入与TGD人群相关的包容性医疗保健课程是教育新的健康提供者的有效手段，并在医疗保健环境中促进更安全和更具包容性的空间。教育者面临阻碍TGD内容创建和实施的障碍。这项研究的目的是研究教育工作者在医学成像课程中创建和提供TGD内容时所面临的影响。
方法：对加拿大一所专科学校的医学影像项目进行了案例研究。数据是通过对教师的半结构化访谈收集的。战略计划等相关机构文件,政策/程序，网站,并访问了能力档案。采用框架分析法对数据进行分析。
结果：该研究发现了影响TGD课程发展的七个主题：对课程和内容变更过程的熟悉程度和舒适度；与其他医疗保健计划的合作；教学专业知识；课程工作量和相关管理。职责；与TGD社区的联系；了解所需的TGD内容和课程中现有的差距；以及获得支持的途径。
结论：了解教育者的观点可以增强他们在未来创建和纳入TGD课程的能力。许多大专院校正在将包容性的镜头纳入教育计划；这项研究可用于未来的课程设计项目。目标是改善TGD人群的医学成像体验。
方法：对加拿大一所专科学校的医学影像项目进行了案例研究。数据是通过对教师的半结构化访谈收集的。战略计划等相关机构文件,政策/程序，网站,并访问了能力档案。采用框架分析法对数据进行分析。
结果：该研究发现了影响TGD课程发展的七个主题：对课程和内容变更过程的熟悉程度和舒适度；与其他医疗保健计划的合作；教学专业知识；课程工作量和相关管理。职责；与TGD社区的联系；了解所需的TGD内容和课程中现有的差距；以及获得支持的途径。
结论：了解教育者的观点可以增强他们在未来创建和纳入TGD课程的能力。许多大专院校正在将包容性的镜头纳入教育计划；这项研究可用于未来的课程设计项目。目标是改善TGD人群的医学成像体验。
