Abstract
How, apart from by conveying professional knowledge, can university medical education nurture and improve the gender competency of medical students and thereby create an LGBT+ friendly healthcare environment? This study explored the use of game-based teaching activities in competency-based teaching from the perspective of competency-based medical education (CBME) and employed a qualitative case-study methodology. We designed an LGBT+ Health and Medical Care course in a medical school. Feedback was collected from two teachers and 19 medical students using in-depth interviews and thematic analysis was used to analyze the collected data. The findings of this study were as follows: (1) Games encouraged student participation and benefited gender knowledge transmission and transformation through competency learning, and (2) games embodied the idea of assessment as learning. The enjoyable feeling of pressure from playing games motivated students to learn. Using games as both a teaching activity and an assessment tool provided the assessment and instant feedback required in the CBME learning process. Game-based teaching successfully guided medical students to learn about gender and achieve the learning goals of integrating knowledge, attitudes, and skills. To fully implement CBME using games as teaching methods, teaching activities, learning tasks, and assessment tools, teachers must improve their teaching competency. This study revealed that leading discussions and designing curricula are key in the implementation of gender competency-based education; in particular, the ability to lead discussions is the core factor. Game-based gender competency education for medical students can be facilitated with discussions that reinforce learning outcomes to achieve the objectives of gender equality education and LGBT+ friendly healthcare. The results of this study indicated that game-based CBME with specific teaching strategies was an effective method of nurturing the gender competency of medical students. The consequent integration of gender competency into medical education could achieve the goal of LGBT+ friendly healthcare.
Highlights
Gender is a major source of concern in healthcare environments
In 2004, Taiwan implemented the Gender Equity Education Act, which clearly established that gender equity education must include sexuality education, gay and lesbian education, and relationship education
Using the competency-based medical education (CBME) perspective and gender courses in psychiatric clinical education, this study explores whether the application of game-based teaching activities promotes gender learning and improves the gender competency of students
Summary
Gender is a major source of concern in healthcare environments. A psychiatrist with 10 years of practical experience, including with numerous LGBT+ patients, contended that doctors are able to more help patients who are willing to fully reveal their true selves and share their feelings [1].the extent to which LGBT+ patients feel comfortable revealing themselves and the additional help that doctors can provide depend on numerous conditions and factors; of these, doctors’ gender competency is a key factor.In many places, good health is considered to be a basic human right to which everyone is entitled.From the perspective of gender equality and medical human rights, gender-competent doctors withInt. Gender is a major source of concern in healthcare environments. A psychiatrist with 10 years of practical experience, including with numerous LGBT+ patients, contended that doctors are able to more help patients who are willing to fully reveal their true selves and share their feelings [1]. The extent to which LGBT+ patients feel comfortable revealing themselves and the additional help that doctors can provide depend on numerous conditions and factors; of these, doctors’ gender competency is a key factor. Good health is considered to be a basic human right to which everyone is entitled. From the perspective of gender equality and medical human rights, gender-competent doctors with. Res. Public Health 2020, 17, 107; doi:10.3390/ijerph17010107 www.mdpi.com/journal/ijerph
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