Indian Journal of Community Medicine (Apr 2024)
IJCM_54A: Medical curriculum and published literature with focus on usage of appropriate LGBTQIA+ language: A situational analysis
Abstract
Background: A sensitive language usage is important in scientific literature when reporting “lesbian, gay, bisexual, transgender, queer, intersex, asexual and other identities” (LGBTQIA+) and medical education can play an important role towards early sensitization of future professionals. Objective: To evaluate the competency based undergraduate curriculum (CBME) guidelines by National Medical Council and to conduct a content analysis of published medical education articles related to LGBTQIA+. Methodology: We reviewed the CBME guidelines for competencies pertaining to sensitization of medical students regarding LGBTQIA+. For content analysis, we searched PubMed using the MeSH terms “”Sexual and Gender Minorities”” AND “”Education, Medical”, restricting our search to English language. The Press Council of India (PCI) guidelines were used as reference for preferred and non-preferred terms. Results: At present, NMC has not brought about any teaching modules or sensitization on LGBTQIA+ for the undergraduate curriculum. However, the related competencies were psychosexual and gender identity disorders in Psychiatry (PS 13.1-13.7) and gender issues and women empowerment in community medicine (CM 10.9). A total of 177 articles were retrieved from PubMed. We selected 30 relevant articles, of which12 (40%) were from India. Majority of them (94%) complied to the PCI guidelines on LGBTQIA+, with respect to terms such as ‘transgender’, ‘transman’, ‘transwoman’ and ‘LGBTQ’. One Indian article used the term ‘transgenders. There was no usage of derogatory terms such as ‘eunuch’ and ‘victims’. Terms such as ‘Gender Non-conforming’ and ‘Gender affirming surgery’ were used in some surgery articles (6%) with no use of avoidable terms like ‘sex change surgery’ and ‘sex reassignment surgery’. Conclusion: The CBME needs to add specific LGBTQIA+ related competencies in the curriculum. The language in the medical education articles reviewed largely conformed with the PCI guidelines on LGBTQIA+ reporting with a fair, respectful, and informative coverage.
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