Teaching LGBT+ Health and Gender Education to Future Doctors: Implementation of Case-Based Teaching.

Hsing-Chen Yang

doi:10.3390/ijerph18168429

Abstract

Improving the education of medical students and physicians can address the disparities in LGBT+ (lesbian, gay, bisexual, transgender, and others) health care. This study explored how teachers used case-based teaching to teach medical students about gender and LGBT+ health care and discussed the implementation and effectiveness of case-based teaching from the perspective of the teachers and students. This study employed the case study method and collected data through semi-structured interviews. This study used two gender courses in clinical psychiatric education as case studies. Two teachers and 19 medical students were recruited as participants. The findings of this study were as follows: (1) effective cases links theory to clinical practice and competency learning; (2) experience sharing by LGBT+ is highly effective; (3) discussions promote the effectiveness of case-based teaching; and (4) the challenges of case-based teaching included time limitations, the multiplexity of the cases, and multilevel learning. This study also found that using narrative cases is a form of narrative pedagogy, which can help students to integrate medicine, gender, and LGBT+ competency education. A successful narrative case–based teaching strategy involves teachers integrating knowledge related to gender, guiding students through the cases to understand the importance of these cases, and reflecting on the medical profession to make improvements. However, teachers face challenges in this approach, such as changes in the school’s teaching culture and a lack of institutional support.

Highlights

In a heteronormative society, lesbian, gay, bisexual, transgender, and others (LGBT+)community members face considerable challenges regarding sexuality and gender identity.they are often victims of sexual and gender-based violence and discrimination [1,2,3,4]
In disease-oriented lectures, a disease is explained in terms of its pathophysiology, clinical manifestations, diagnosis, examination, medical treatment, and health care process; decontextualized knowledge transfer is unlikely to engage students [49]
This study discovered that using narrative cases is a form of narrative pedagogy that encourages situated cognition and situational leaning

Summary

Introduction

Community members face considerable challenges regarding sexuality and gender identity They are often victims of sexual and gender-based violence and discrimination [1,2,3,4]. When consulting with medical personnel, LGBT+ often encounter the problem of coming out. LGBT+ must carefully weigh the risk of coming out and the benefit of receiving appropriate medical care and resources. Such considerations often create psychological pressure, which adversely affects physical and mental health. These are some of the health disparities and inequalities that the LGBT+

Methods

Results

Conclusion