Data, Discrimination, and Harm: LGBTQI People Left Behind.

IF 2.1 3区 教育学 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Teaching and Learning in Medicine Pub Date : 2024-08-21 DOI:10.1080/10401334.2024.2392147
Anna-Leila Williams, Rose Lassalle-Klein
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Abstract

Guidelines and recommendations to properly elicit and document sexual orientation and gender identity in the clinical setting are rapidly emerging; however, in the epidemiologic research setting, information about collection, analysis, presentation, and dissemination of LGBTQI data is nascent. Federal agencies have worked to optimize epidemiologic research data collection from LGBTQI people. Despite these efforts, research data collection guidelines are inconsistent, and the data remain inadequate. The consequence of neglecting to collect data accurately from LGBTQI people is epidemiologic datasets that distort health professionals' and policymakers' perception of who comprises our communities and what the disease burden truly is. Additional harm is accrued by members of the neglected groups, including medical students and trainees, who may feel invisible, disrespected, and unsafe when presented with discriminatory data. With this article, we use our perspectives as a medical educator and a medical student to describe the challenge of working with inadequate LGBTQI datasets. We recommend five actions that can be taken by individuals, departments, and institutions to mitigate harm from the existing datasets: 1) acknowledge the limitations of the data; 2) develop, disseminate, and encourage use of an inclusive lexicon; 3) include LGBTQI-related criteria on peer teaching reviews; 4) engage students and trainees as partners, and if appropriate, content experts to review curriculum; and 5) self-identify as an agent of social change. In addition, we discuss systems-level considerations for realizing the goal of having comprehensive, accurate, and inclusive national data to drive health care delivery and health policy decisions. These include expanding research guidelines to address reporting and dissemination best practices for LGBTQI data, and widespread adoption of data reporting guidelines by biomedical journals. There is an urgent need for data to support quality care of LGBTQI communities. The health of our family, friends, neighbors, and nation depends on inclusive, accurate data.

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数据、歧视和伤害:落在后面的男女同性恋、双性恋、变性者和跨性别者。
关于在临床环境中正确诱导和记录性取向和性别认同的指南和建议正在迅速崛起;然而,在流行病学研究环境中,有关 LGBTQI 数据的收集、分析、展示和传播的信息却刚刚起步。联邦机构一直致力于优化 LGBTQI 流行病学研究数据的收集。尽管做出了这些努力,但研究数据收集指南并不一致,数据仍然不足。忽视从 LGBTQI 群体中准确收集数据的后果是,流行病学数据集扭曲了卫生专业人员和政策制定者对我们社区的组成人员和疾病负担的真实看法。被忽视群体的成员(包括医学生和实习生)也会受到额外的伤害,他们在看到歧视性数据时可能会感到被忽视、不受尊重和不安全。在这篇文章中,我们以医学教育工作者和医学生的视角,描述了在使用不完善的 LGBTQI 数据集时所面临的挑战。我们建议个人、部门和机构可以采取五项行动来减轻现有数据集带来的伤害:1)承认数据的局限性;2)开发、传播并鼓励使用具有包容性的词汇;3)在同行教学审查中纳入 LGBTQI 相关标准;4)让学生和受训人员成为合作伙伴,并在适当的情况下让内容专家参与课程审查;5)自我认同为社会变革的推动者。此外,我们还讨论了系统层面的考虑因素,以实现获得全面、准确和包容的国家数据的目标,推动医疗保健服务和卫生政策决策。其中包括扩大研究指南的范围,以解决 LGBTQI 数据的报告和传播最佳实践问题,以及生物医学期刊广泛采用数据报告指南。我们迫切需要数据来支持对 LGBTQI 群体的优质护理。我们的家人、朋友、邻居和国家的健康有赖于全面、准确的数据。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Teaching and Learning in Medicine
Teaching and Learning in Medicine 医学-卫生保健
CiteScore
5.20
自引率
12.00%
发文量
64
审稿时长
6-12 weeks
期刊介绍: Teaching and Learning in Medicine ( TLM) is an international, forum for scholarship on teaching and learning in the health professions. Its international scope reflects the common challenge faced by all medical educators: fostering the development of capable, well-rounded, and continuous learners prepared to practice in a complex, high-stakes, and ever-changing clinical environment. TLM''s contributors and readership comprise behavioral scientists and health care practitioners, signaling the value of integrating diverse perspectives into a comprehensive understanding of learning and performance. The journal seeks to provide the theoretical foundations and practical analysis needed for effective educational decision making in such areas as admissions, instructional design and delivery, performance assessment, remediation, technology-assisted instruction, diversity management, and faculty development, among others. TLM''s scope includes all levels of medical education, from premedical to postgraduate and continuing medical education, with articles published in the following categories:
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