Empowering Educators: Bridging Gaps in Sexual and Gender Minority Education
As practitioners dedicated to improving outcomes for children, it is imperative that we embrace data-driven approaches to enhance our educational strategies. A recent study titled "Comparison of faculty and student perceptions of sexual and gender minority content in a preclerkship medical curriculum" provides valuable insights into how educators can better align their teaching intentions with student perceptions, particularly in the realm of Sexual and Gender Minority (SGM) education.
Understanding the Research
The study conducted at Boston University School of Medicine aimed to quantify the extent of SGM education within the preclerkship medical curriculum. By surveying both course directors and medical students, the research sought to identify concordance between faculty intentions and student perceptions regarding SGM topics.
Results indicated that students recalled SGM topics more frequently when these topics were intentionally taught by faculty. However, there was a notable gap between faculty intentions and student recall, revealing opportunities to enhance the intentionality and impact of SGM teaching.
Key Takeaways for Practitioners
For educators and practitioners, the study underscores the importance of intentional teaching and clear communication of learning objectives. Here are some actionable steps to improve SGM education:
- Intentional Curriculum Design: Ensure that SGM topics are explicitly included in the curriculum with clear learning objectives and assessments.
- Faculty Development: Provide training for all faculty members to ensure they are knowledgeable and comfortable with SGM terminology and concepts.
- Explicit Teaching: Be direct about the conclusions you want students to draw from SGM-related content to enhance retention and understanding.
- Continuous Evaluation: Regularly assess the alignment between faculty intentions and student perceptions to identify areas for improvement.
Encouraging Further Research
While the study offers valuable insights, it also highlights the need for further research to explore long-term retention of SGM content and its impact on student preparedness. Practitioners are encouraged to delve deeper into this area to develop more effective educational strategies.
To read the original research paper, please follow this link: Comparison of faculty and student perceptions of sexual and gender minority content in a preclerkship medical curriculum.
