Oscar Taylor1, Charlene M Rapsey2, Gareth J Treharne3. 1. Post-Graduate Clinical Psychology Student, Department of Psychological Medicine, Dunedin School of Medicine; Department of Psychology, University of Otago, Dunedin. 2. Lecturer, Department of Psychological Medicine, Dunedin School of Medicine, University of Otago, Dunedin. 3. Senior Lecturer, Department of Psychology, University of Otago, Dunedin.
Abstract
AIMS: To investigate inclusion of sexuality and gender identity content, attitudes and barriers to inclusion of content in preclinical curricula of New Zealand medical schools from the perspective of key teaching staff. METHOD: Staff responsible for curriculum oversight at New Zealand's two medical schools were invited to complete a mixed-methods survey about sexuality and gender identity content in their modules. RESULTS: Of 24 respondents, the majority included very little content relating to sexuality or gender identity (33%) or none at all (54%). This content was deemed important by most participants (69%), and none believed there should be less such content in their curriculum. Time was reported to be the main barrier limiting inclusion of such content. CONCLUSIONS: Our finding of limited content is consistent with international literature. Our findings extend the literature by revealing that barriers to greater inclusion of content are not due to overt negative attitudes. Staff responsible for preclinical medical curriculum oversight have positive attitudes about content relating to sexuality and gender identity but perceive curriculum space to be a limiting barrier. This is important as it informs approaches to change. Future interventions with medical schools should focus on methods to increase diverse content as part of existing teaching, education to increase knowledge of LGBTQI relevant material and potentially incorporate strategies used to address unconscious bias. Addressing the perceived barriers of time constraints and lack of relevance is required to ensure medical students receive training to develop the competencies to provide positive healthcare experiences for all patients regardless of sexuality and gender identity.
AIMS: To investigate inclusion of sexuality and gender identity content, attitudes and barriers to inclusion of content in preclinical curricula of New Zealand medical schools from the perspective of key teaching staff. METHOD: Staff responsible for curriculum oversight at New Zealand's two medical schools were invited to complete a mixed-methods survey about sexuality and gender identity content in their modules. RESULTS: Of 24 respondents, the majority included very little content relating to sexuality or gender identity (33%) or none at all (54%). This content was deemed important by most participants (69%), and none believed there should be less such content in their curriculum. Time was reported to be the main barrier limiting inclusion of such content. CONCLUSIONS: Our finding of limited content is consistent with international literature. Our findings extend the literature by revealing that barriers to greater inclusion of content are not due to overt negative attitudes. Staff responsible for preclinical medical curriculum oversight have positive attitudes about content relating to sexuality and gender identity but perceive curriculum space to be a limiting barrier. This is important as it informs approaches to change. Future interventions with medical schools should focus on methods to increase diverse content as part of existing teaching, education to increase knowledge of LGBTQI relevant material and potentially incorporate strategies used to address unconscious bias. Addressing the perceived barriers of time constraints and lack of relevance is required to ensure medical students receive training to develop the competencies to provide positive healthcare experiences for all patients regardless of sexuality and gender identity.
Authors: Gareth J Treharne; Althea Gamble Blakey; Katie Graham; Samuel D Carrington; Laurel A McLachlan; Cassie Withey-Rila; Louise Pearman-Beres; Lynley Anderson Journal: Int J Transgend Health Date: 2021-02-08