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Transgender health in medical education
Transforming our world the 2030 agenda for sustainable development is working towards a world that reflects equity, with universal respect for human dignity, pledging to leave no one behind. However, transgender and gender-diverse individuals experience significant health inequities, including negat...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
World Health Organization
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8085635/ https://www.ncbi.nlm.nih.gov/pubmed/33953447 http://dx.doi.org/10.2471/BLT.19.249086 |
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author | Hana, Tommy Butler, Kat Young, L Trevor Zamora, Gerardo Lam, June Sing Hong |
author_facet | Hana, Tommy Butler, Kat Young, L Trevor Zamora, Gerardo Lam, June Sing Hong |
author_sort | Hana, Tommy |
collection | PubMed |
description | Transforming our world the 2030 agenda for sustainable development is working towards a world that reflects equity, with universal respect for human dignity, pledging to leave no one behind. However, transgender and gender-diverse individuals experience significant health inequities, including negative health outcomes and multiple barriers to accessing care. In this article, we first highlight the health inequities that transgender and gender-diverse people face globally. We describe important aspects of transgender and gender-diverse health care, including the design and provision of health services, epidemiological considerations, transition-related care, changes in transition-related goals, cultural considerations, and political and legal issues. We then review the existing global literature on incorporating transgender health into medical curricula. We make a case for prioritizing improved education in medical schools on the specific health needs of transgender and gender-diverse people as part of addressing global health inequities in care. Our recommendations for comprehensive education on transgender health include cultural humility and anti-oppression training; involvement of transgender and gender-diverse community members; integration of transgender and gender-diverse health into curricula; practice-focused and in situ training; staff development in medical schools; and improving access to careers in medicine for transgender and gender-diverse people. |
format | Online Article Text |
id | pubmed-8085635 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | World Health Organization |
record_format | MEDLINE/PubMed |
spelling | pubmed-80856352021-05-04 Transgender health in medical education Hana, Tommy Butler, Kat Young, L Trevor Zamora, Gerardo Lam, June Sing Hong Bull World Health Organ Policy & Practice Transforming our world the 2030 agenda for sustainable development is working towards a world that reflects equity, with universal respect for human dignity, pledging to leave no one behind. However, transgender and gender-diverse individuals experience significant health inequities, including negative health outcomes and multiple barriers to accessing care. In this article, we first highlight the health inequities that transgender and gender-diverse people face globally. We describe important aspects of transgender and gender-diverse health care, including the design and provision of health services, epidemiological considerations, transition-related care, changes in transition-related goals, cultural considerations, and political and legal issues. We then review the existing global literature on incorporating transgender health into medical curricula. We make a case for prioritizing improved education in medical schools on the specific health needs of transgender and gender-diverse people as part of addressing global health inequities in care. Our recommendations for comprehensive education on transgender health include cultural humility and anti-oppression training; involvement of transgender and gender-diverse community members; integration of transgender and gender-diverse health into curricula; practice-focused and in situ training; staff development in medical schools; and improving access to careers in medicine for transgender and gender-diverse people. World Health Organization 2021-04-01 2021-01-21 /pmc/articles/PMC8085635/ /pubmed/33953447 http://dx.doi.org/10.2471/BLT.19.249086 Text en (c) 2021 The authors; licensee World Health Organization. https://creativecommons.org/licenses/by/3.0/igo/This is an open access article distributed under the terms of the Creative Commons Attribution IGO License (http://creativecommons.org/licenses/by/3.0/igo/legalcode (https://creativecommons.org/licenses/by/3.0/igo/) ), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. In any reproduction of this article there should not be any suggestion that WHO or this article endorse any specific organization or products. The use of the WHO logo is not permitted. This notice should be preserved along with the article's original URL. |
spellingShingle | Policy & Practice Hana, Tommy Butler, Kat Young, L Trevor Zamora, Gerardo Lam, June Sing Hong Transgender health in medical education |
title | Transgender health in medical education |
title_full | Transgender health in medical education |
title_fullStr | Transgender health in medical education |
title_full_unstemmed | Transgender health in medical education |
title_short | Transgender health in medical education |
title_sort | transgender health in medical education |
topic | Policy & Practice |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8085635/ https://www.ncbi.nlm.nih.gov/pubmed/33953447 http://dx.doi.org/10.2471/BLT.19.249086 |
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