Sexual and gender minority health: a roadmap for developing evidence-based medical school curricula

Catherine Giffin; Sari Glow; Douglas Lebo; Tara Freeman; Jovana Miladinovic; Sonja Hansen; Chad Brown; Nessika Karsenti

doi:10.36834/cmej.78448

Auteurs-es

Catherine Giffin University of Manitoba
Sari Glow University of Manitoba
Douglas Lebo Université de Montréal
Tara Freeman University of Alberta
Jovana Miladinovic University of Saskatchewan
Sonja Hansen Queen's University
Chad Brown University of British Columbia
Nessika Karsenti Memorial University of Newfoundland and Labrador

DOI :

https://doi.org/10.36834/cmej.78448

Résumé

Introduction: La formation des futurs médecins sur les patients issus des minorités sexuelles et de genre (MSG) et sur leurs besoins en matière de soins de santé est un moyen important d'atténuer la discrimination et les disparités en matière de santé auxquelles est confrontée cette communauté. Le Canada, avec ses 17 écoles de médecine, ne dispose pas d'une norme nationale pour l'enseignement de ce sujet essentiel dans l'ensemble de ses 17 écoles de médecine. Cet article vise à passer en revue les meilleures pratiques pour l'enseignement d'un programme SGM dans la formation médicale de premier cycle et à synthétiser ces informations sous forme de propositions concrètes pour le développement d'un programme d'études.

Méthodes: Un examen de la portée de la littérature a été mené pour identifier les meilleures pratiques en matière d'enseignement en SCMSG. L'étude a permis d'obtenir de la documentation évaluée par des pairs et de la documentation grise, des documents de politique et des articles d'opinion provenant des autorités en matière d'éducation médicale et des groupes de défense de la SCMSG. Un ensemble de lignes directrices a été élaboré dans le cadre d'un processus itératif auquel ont participé tous les auteurs, l'Association des étudiant·es 2ELGBTQ+ en médecine (ACÉQM) et l'Association des facultés de médecine du Canada (AFMC).

Résultats : La recherche a trouvé 1 347 articles, dont 89 ont été retenus pour l'extraction des données. Les principaux résultats des articles ont été classés selon cinq thèmes récurrents, qui ont servi de base à six recommandations ; deux autres recommandations ont ensuite été ajoutées après discussion entre les auteurs.

Conclusion : Nous présentons huit propositions pour le développement d'une norme nationale pour l'enseignement de la SCMSG au sein des programmes de premier cycle de médecine. Il s'agit notamment de normaliser les objectifs d'apprentissage dans toutes les facultés, d'utiliser des modèles établis pour guider l'élaboration des programmes, d'imbriquer les concepts à tous les niveaux de la formation, de diversifier les modalités d'enseignement, d'assurer la formation du corps enseignant, de garantir un espace sûr pour les étudiants et le corps enseignant, d'utiliser les ECOS comme outil d'enseignement et d'impliquer la communauté 2ELGBTQ+ locale dans l'élaboration et la mise en œuvre des programmes d'enseignement.

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