المؤلفون: Baecher-Lind, Laura, Sutton, Jill M., Bhargava, Rashmi, Chen, Katherine T., Fleming, Angela, Morgan, Helen Kang, Morosky, Christopher M., Schaffir, Jonathan, Sonn, Tammy, Royce, Celeste S., Stephenson-Famy, Alyssa, Madani Sims, Shireen

المصدر: Academic Medicine ; volume 98, issue 12, page 1351-1355 ; ISSN 1040-2446

الوصف: Recognition of the spectrum of gender identities has been a recent phenomenon in the medical profession. Over the past 20 years, medical literature related to gender identity diversity has increased several-fold, yet it more commonly addresses clinical care rather than aspects related to medical education. Medical educators continue to struggle with appropriate language and inclusive approaches when discussing gender-based aspects of medical education. Reproductive health education, including obstetrics and gynecology clerkships, is particularly vulnerable to missteps and anachronisms regarding gender identity. This article aims to provide preclinical and clinical medical educators with strategies to identify and predict situations where missteps related to gender identity inclusivity may occur in their curriculum or learning environment, and to develop approaches to improve gender identity inclusivity within medical education. The authors explore 3 areas that commonly pose challenges for medical educators: inclusive language and terminology, anatomy education, and reproductive genetics and genetic counseling. They hope the tools and strategies provided here will be useful to reproductive health medical educators across specialties to enable the realization of a more inclusive learning environment in reproductive health.

الإتاحة: https://doi.org/10.1097/acm.0000000000005334Test

المؤلفون: Morgan, Helen K., Baecher-Lind, Laura, Bhargava, Rashmi, Cox, Susan, Everett, Elise, Fleming, Angela, Graziano, Scott, Morosky, Chris, Royce, Celeste, Sonn, Tammy, Sutton, Jill, Sims, Shireen Madani

المصدر: AJOG Global Reports ; volume 3, issue 4, page 100268 ; ISSN 2666-5778

مصطلحات موضوعية: Obstetrics and Gynecology

الإتاحة: https://doi.org/10.1016/j.xagr.2023.100268Test
https://api.elsevier.com/content/article/PII:S2666577823001090?httpAccept=text/xmlTest
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المؤلفون: Sims, Shireen Madani, Cox, Susan M., Bhargava, Rashmi, Everett, Elise N., Fleming, Angela, Graziano, Scott, Morgan, Helen K., Baecher-Lind, Laura, Royce, Celeste, Sonn, Tammy S., Sutton, Jill M., Morosky, Christopher M.

المصدر: AJOG Global Reports ; volume 3, issue 2, page 100187 ; ISSN 2666-5778

مصطلحات موضوعية: Obstetrics and Gynecology

الإتاحة: https://doi.org/10.1016/j.xagr.2023.100187Test
https://api.elsevier.com/content/article/PII:S266657782300028X?httpAccept=text/xmlTest
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المؤلفون: Sonn, Tammy¹ sonnt@wustl.edu, Fleming, Angela F.², Bharghava, Rashmi³, Cox, Sue⁴, Everett, Elise N.⁵, Graziano, Scott C.⁶, Morgan, Helen K.⁷, Madani Sims, Shireen⁸, Morosky, Christopher⁹, Royce, Celeste S.¹⁰, Sutton, Jill¹¹, Baecher-Lind, Laura¹²

المصدر: Disability & Rehabilitation. May2024, Vol. 46 Issue 9, p1916-1920. 5p.

مصطلحات موضوعية: *SCHOOL environment, *VISION disorders, *ACADEMIC accommodations, *INTERPROFESSIONAL relations, *UNDERGRADUATES, *PRIVACY, *STUDENTS with disabilities, *DIVERSITY in the workplace, *ASSISTIVE technology, *GYNECOLOGY, *SOCIAL integration, *MEDICAL schools, *PSYCHOLOGY of medical students, *SOCIAL support, *HEARING disorders, *SPECIAL education, *PSYCHOSOCIAL factors, *OBSTETRICS, *MEDICAL ethics, *COMMITTEES, *ACCESS to information

مصطلحات جغرافية: CANADA, UNITED States

مستخلص: This article is prepared by the Association of Professors of Gynecology and Obstetrics Undergraduate Medical Education Committee and provides educators recommendations for optimizing inclusive education for our students with disabilities. Medical educators are increasingly encountering students with disabilities and have the responsibility of ensuring requirements are met. Medical education committee members from the US and Canada reviewed the literature on disabilities in medical student education to identify best practices and key discussion points. An iterative review process was used to determine the contents of an informative paper. Medical schools are required to develop technical standards for admission, retention, and graduation of their students to practice medicine safely and effectively with reasonable accommodation. A review of the literature and obstetrics and gynecology expert opinion formed a practical list of accommodation strategies and administrative steps to assist educators and students. Medical schools must support the inclusion of students with disabilities. We recommend a collaborative approach to the interactive process of determining reasonable and effective accommodations that includes the students, a disability resource professional and faculty as needed. Recruiting and supporting medical students with a disability strengthens the diversity commitment and creates a more inclusive workforce. Medical School Education Medical schools have the responsibility to train a diverse physician workforce including those with disabilities. The integration of students with disabilities is important and should be done in a structured and timely manner that maximizes the individual's abilities and incorporates reasonable accommodations in the clinical learning environment. Though the definition of disability traverses a wide variety of diagnoses, this review highlights sensory and physical disabilities and the various accommodations to facilitate access and successful completion of required objectives. [ABSTRACT FROM AUTHOR]

المؤلفون: Chen, Katherine T., Baecher-Lind, Laura, Morosky, Christopher M., Bhargava, Rashmi, Fleming, Angela, Royce, Celeste S., Schaffir, Jonathan A., Sims, Shireen Madani, Sonn, Tammy, Stephenson-Famy, Alyssa, Sutton, Jill M., Morgan, Helen Kang

المصدر: American Journal of Obstetrics and Gynecology ; volume 230, issue 1, page 97.e1-97.e6 ; ISSN 0002-9378

مصطلحات موضوعية: Obstetrics and Gynecology

الإتاحة: https://doi.org/10.1016/j.ajog.2023.09.020Test
https://api.elsevier.com/content/article/PII:S0002937823006403?httpAccept=text/xmlTest
https://api.elsevier.com/content/article/PII:S0002937823006403?httpAccept=text/plainTest

المؤلفون: Baecher-Lind, Laura, Fleming, Angela C., Bhargava, Rashmi, Cox, Susan M., Everett, Elise N., Forstein, David A., Madani Sims, Shireen, Morgan, Helen K., Morosky, Christopher M., Royce, Celeste S., Sonn, Tammy S., Sutton, Jill M., Graziano, Scott C.

المساهمون: no funding associated with the work featured in this article

المصدر: Medical Education Online ; volume 27, issue 1 ; ISSN 1087-2981

الإتاحة: https://doi.org/10.1080/10872981.2022.2107419Test

المؤلفون: Baecher-Lind, Laura, Fleming, Angela C., Bhargava, Rashmi, Cox, Susan M., Everett, Elise N., Graziano, Scott C., Katz, Nadine T., Sims, Shireen Madani, Morgan, Helen K., Morosky, Christopher M., Sonn, Tammy S., Sutton, Jill M., Royce, Celeste S.

المصدر: Obstetrics & Gynecology ; volume 136, issue 4, page 830-834 ; ISSN 0029-7844

الوصف: As hospitals and medical schools confronted coronavirus disease 2019 (COVID-19), medical students were essentially restricted from all clinical work in an effort to prioritize their safety and the safety of others. One downstream effect of this decision was that students were designated as nonessential, in contrast to other members of health care teams. As we acclimate to our new clinical environment and medical students return to the frontlines of health care, we advocate for medical students to be reconsidered as physicians-in-training who bring valuable skills to patient care and to maintain their status as valued team members despite surges in COVID-19 or future pandemics. In addition to the contributions students provide to medical teams, they also serve to benefit from the formative experiences of caring for patients during a pandemic rather than being relegated to the sidelines. In this commentary, we discuss factors that led to students' being excluded from this pandemic despite being required at the bedside during prior U.S. public health crises this past century, and we review educational principles that support maintaining students in clinical environments during this and future pandemics.

الإتاحة: https://doi.org/10.1097/aog.0000000000004113Test

المؤلفون: Sonn, Tammy, Fleming, Angela F., Bharghava, Rashmi, Cox, Sue, Everett, Elise N., Graziano, Scott C., Morgan, Helen K., Madani Sims, Shireen, Morosky, Christopher, Royce, Celeste S., Sutton, Jill, Baecher-Lind, Laura

المصدر: Disability and Rehabilitation ; volume 46, issue 9, page 1916-1920 ; ISSN 0963-8288 1464-5165

الإتاحة: https://doi.org/10.1080/09638288.2023.2201511Test

المؤلفون: Schaffir, Jonathan, Morgan, Helen Kang, Bhargava, Rashmi, Baecher-Lind, Laura, Chen, Katherine T., Fleming, Angela, Morosky, Christopher, Royce, Celeste S., Sims, Shireen Madani, Sonn, Tammy, Stephenson-Famy, Alyssa, Sutton, Jill M.

المصدر: American Journal of Obstetrics & Gynecology MFM ; volume 5, issue 9, page 101090 ; ISSN 2589-9333

مصطلحات موضوعية: General Medicine, Obstetrics and Gynecology

الإتاحة: https://doi.org/10.1016/j.ajogmf.2023.101090Test
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المؤلفون: Royce, Celeste S., Morgan, Helen Kang, Baecher-Lind, Laura, Cox, Susan, Everett, Elise N., Fleming, Angela, Graziano, Scott C., Sims, Shireen Madani, Morosky, Christopher, Sutton, Jill, Sonn, Tammy

المصدر: American Journal of Obstetrics and Gynecology ; volume 228, issue 4, page 369-381 ; ISSN 0002-9378

مصطلحات موضوعية: Obstetrics and Gynecology

الإتاحة: https://doi.org/10.1016/j.ajog.2022.12.016Test
https://api.elsevier.com/content/article/PII:S0002937822022943?httpAccept=text/xmlTest
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