3,197
Views
5
CrossRef citations to date
0
Altmetric
Research Article

Prevalence and curriculum of sexual and gender minority education in Japanese medical school and future direction

, ORCID Icon &
Article: 1710895 | Received 15 Jul 2019, Accepted 05 Dec 2019, Published online: 13 Jan 2020

References

  • Institute of Medicine. The health of lesbian, gay, bisexual, and transgender people: building a foundation for better understanding. Washington (DC): The National Academies Press; 2011.
  • Solazzo A, Brown TN, Gorman BK. State-level climate, anti-discrimination law, and sexual minority health status: an ecological study. Soc Sci Med. 2018;196:158–14.
  • Lancet T. Japan: universal health care at 50 years. Series from the Lancet J. 2011;378(9796):1049.
  • Hidaka Y. Shishunki no kenkou mondai ni ketteiteki ni kanyo suru seiteki shikou [Sexual orientation and related determinants of health issues in adolescence]. Jpn J Psychiatr Treat. 2011;26:537–544.
  • Hirata T. Sekusharu mainoriti (LGBT) ni tsuite kangaeru [Thinking about sexual minorities]. Human Rights. 2014;23:55–76.
  • Ikuta N, Koike Y, Aoyagi N, et al. Japanese university students’ views on lesbian, gay, bisexual, and transgender individuals based on previous encounters. Int J Adolesc Med Health. 2016;30(1):20150121.
  • Yamashita N. The subject of MSM’s (MSM=Men who have sex with men) mental health issues and sex education about the increase in HIV infection in our country. Ryoutokuji Daigaku Kiyou. 2016;11:97–115.
  • Son D. LGBT to kenkou kakusa [LGBT and health disparities]. J Ther. 2017;99(1):68–71.
  • Hidaka Y, Furuyatani J, Matsutaka Y, et al. /-]. Tokyo: Ministry of Health, Labour and Welfare; 2015 [cited 2020 Jan 9]. Available from: https://mhlw-grants.niph.go.jp/niph/search/NIDD02.do?resrchNum=201421024A
  • Taniguchi H. Kokusai jinkenhou kara miru nihon no LGBT/SOGI ni kansuru kadai-iryoujyujisya ga hatasubeki yakuwari toha-[challenges related with LGBT/SOGI of Japan from the perspective of international human rights law-what is the role of fullfilment of health providers?]. Mod Physician. 2019;39(5):458–488.
  • Sherriff N, Koerner J, Kaneko N, et al. Everywhere in Japan: an international approach to working with commercial gay businesses in HIV prevention. Health Promot Int. 2017;32:522–534.
  • United Nations. Discriminatory laws and practices and acts of violence against individuals based on their sexual orientation and gender identity. Viena: United Nations; 2011 [cited 2018 Sep 19]. Available from: https://www.ohchr.org/Documents/Issues/Discrimination/A.HRC.19.41_English.pdf
  • Vogue A, Diamond J. Supreme Court rules in favor of same-sex marriage nationwide. Atlanta: CNN politics; 2015 [updated 2015 Jun 27; cited 2018 Sep 19]. Available from: https://edition.cnn.com/2015/06/26/politics/supreme-court-same-sex-marriage-ruling/index.html
  • McCurry J. Tokyo’s Shibuya ward is first in Japan to recognize same-sex marriage. The Guardian. Tokyo; 2015 [cited 2018 Sep 10]. Available from: https://www.theguardian.com/world/2015/mar/31/tokyos-shibuya-ward-same-sex-marriage
  • Ministry of Education, Culture, Sports, Science and Technology (MEXT). About implementation of attentive support for sexual minority pupils, junior and high school students. Tokyo: Ministry of Education C, Sports, Science and Technology (MEXT); 2016 [cited 2018 Sep 14]. Available from: http://www.mext.go.jp/b_menu/houdou/28/04/__icsFiles/afieldfile/2016/04/01/1369211_01.pdf
  • Ministry of Education, Culture, Sports, Science and Technology (MEXT). Model core curriculum in medical education. Tokyo; 2017 [cited 2018 Sep 10]. Available from: https://edu.med.hokudai.ac.jp/cme/wp-content/uploads/sites/2/2015/09/d53fc8f10b198d203207734b99e978af.pdf
  • Nanba Y. Seidouitsusei shougai no syujutsu ryouhou no zissai: nihon deno syujutsu, kaigaideno syujutsu [Actuals of the operative therapy for gender identity disorder: operations in Japan, operations in other countries]. Mod Physician. 2019;39(5):452–455.
  • Tanebe K. Sanfujinka de okonau seidouitsusei syougai sinnryou no point [The point of seeing gender identity disorders in obstetrics and gynecology]. Mod Physician. 2019;39(5):465–467.
  • Masumori N. Seidouitsusei shougai to kenkou hoken [Gender identity disorder and health insurance], in: nakatsuka, M. (Ed.), Iryousya no tame no LGBT/SOGI no kiso chishiki [Basic knolwdge of LGBT/SOGI for health care health care providers]. Mod Physician. 2019;39(5):456–458.
  • Metzl JM, Hansen H. Structural competency: theorizing a new medical engagement with stigma and inequality. Soc Sci Med. 2014;103:126–133.
  • Kelley L, Chou CL, Dibble SL, et al. A critical intervention in lesbian, gay, bisexual, and transgender health: knowledge and attitude outcomes among second-year medical students. Teach Learn Med. 2008;20:248–253.
  • Solotke M, Sitkin NA, Schwartz ML, et al. Twelve tips for incorporating and teaching sexual and gender minority health in medical school curricula. Med Teach. 2019;41(2):1–6.
  • Aoki A, Sakakibara H, Nagashima Y, et al. Learning from a lecture about sexual minorities for first-year medical students [in Japanese]. Med Educ (Japan). 2014;45:357–362.
  • Matsushita M, Furukawa N, Taniguchi J, et al. Practical report of the lecture about the sexual minority in medical education [in Japanese]. Med Educ (Japan). 2017;48:265–266.
  • Yamazaki Y, Uka T, Shimizu H, et al. Characteristics of physicians engaged in basic science: a questionnaire survey of physicians in basic science departments of a medical school in Japan. Tohoku J Exp Med. 2012;228:75–82.
  • Yamazaki Y, Hiyamizu I, Joyner K, et al. Relation of clinical context to accuracy of simulator-based blood pressure measurement by first-year medical students. Int J Med Educ. 2018;9:325–331.
  • Yamazaki Y, Uka T, Shimizu H, et al. Japanese medical students’ interest in basic sciences: a questionnaire survey of a medical school in Japan. Tohoku J Exp Med. 2013;229:129–136.
  • Sakai R, Wang W, Yamaguchi N, et al. The impact of Japan’s 2004 postgraduate training program on intra-prefectural distribution of pediatricians in Japan. PLoS One. 2013;8:e77045.
  • Lapinski J, Sexton P, Baker L. Acceptance of lesbian, gay, bisexual, and transgender patients, attitudes about their treatment, and related medical knowledge among osteopathic medical students. J Am Osteopath Assoc. 2014;114:788–796.
  • Sanchez NF, Rabatin J, Sanchez JP, et al. Medical students’ ability to care for lesbian, gay, bisexual, and transgendered patients. Fam Med. 2006;38:21–27.
  • White W, Brenman S, Paradis E, et al. Lesbian, gay, bisexual, and transgender patient care: medical students’ preparedness and comfort. Teach Learn Med. 2015;27:254–263.
  • Danielson C. Enhancing professional practice: A framework for teaching (Paperback). Alexandria: Associasiton for Supervision & Curriculum Development (ASCD); 2007 [cited 2019 Oct 16]. Available from: http://www.ascd.org/publications/books/106034/chapters/[email protected]
  • Van Melle E, Frank JR, Holmboe ES, et al. A core components framework for evaluating implementation of competency-based medical education programs. Acad Med. 2019;94:1002–1009.
  • Cousins BJ, Aubry TD, Fowler HS, et al. Using key component profiles for the evaluation of program implementation in intensive mental health case management. Eval Program Plann. 2004;27:1–23.
  • Association of American Medical Colleges. Implementing curricular and institutional climate changes to improve health care for individuals who are LGBT, gender nonconforming, or born with DSD - A resource for medical educators. Washington, DC: Association of American Medical Colleges; 2014 [cited 2019 Sep 5]. Available from: http://offers.aamc.org/lgbt-dsd-health?fbclid=IwAR30Skn1ZFC_T-ebFUZb1NDypjumTYF_SSckdm6g8n38fl9PpsK8xU6JD64
  • Schuwirth L, van der Vleuten C, Durning SJ. What programmatic assessment in medical education can learn from healthcare. Perspect Med Educ. 2017;6:211–215.
  • Obedin-Maliver J, Goldsmith ES, Stewart L, et al. Lesbian, gay, bisexual, and transgender-related content in undergraduate medical education. JAMA. 2011;306:971–977.
  • Muller A. Teaching lesbian, gay, bisexual and transgender health in a South African health sciences faculty: addressing the gap. BMC Med Educ. 2013;13:174.
  • Nishijima T, Teruya K, Shibata S, et al. Incidence and risk factors for incident syphilis among HIV-1-infected men who have sex with men in a large urban HIV clinic in Tokyo, 2008-2015. PLoS One. 2016;11:e0168642.
  • Nishijima T, Shimbo T, Komatsu H, et al. Incidence and risk factors for incident Hepatitis C infection among men who have sex with men with HIV-1 infection in a large Urban HIV clinic in Tokyo. J Acquir Immune Defic Syndr. 2014;65:213–217.
  • Yu M, Xu J, Jiang G, et al. Correlates of HIV-infection among men who have sex with men: results from a community-based, cross-sectional study in Tianjin, China. AIDS Care. 2019;31(12):1574–1579.
  • Makadon HJ. Ending LGBT invisibility in health care: the first step in ensuring equitable care. Cleve Clin J Med. 2011;78:220–224.
  • Harima K. LGBT no rekishi, byourika to datsu byouri [History of LGBT; pathogenesis and depathology]. Mod Physician. 2019;39(5):434–436.
  • Dubin SN, Nolan IT, Streed CG Jr., et al. Transgender health care: improving medical students’ and residents’ training and awareness. Adv Med Educ Pract. 2018;9:377–391.
  • Hembree WC, Cohen-Kettenis PT, Gooren L, et al. Endocrine treatment of gender-dysphoric/gender-incongruent persons: an endocrine society clinical practice guideline. J Clin Endocrinol Metab. 2017;102:3869–3903.
  • Awosogba T, Betancourt JR, Conyers FG, et al. Prioritizing health disparities in medical education to improve care. Ann N Y Acad Sci. 2013;1287:17–30.
  • Grosz AM, Gutierrez D, Lui AA, et al. A student-led introduction to lesbian, gay, bisexual, and transgender health for first-year medical students. Fam Med. 2017;49:52–56.
  • Wong J. Medical school hotline: looking forward and enriching John A. Burns School of Medicine’s curriculum: lesbian, gay, bisexual, and transgender healthcare in medical education. Hawaii J Med Public Health. 2014;73:329–331.
  • Dogra N, Bhatti F, Ertubey C, et al. Teaching diversity to medical undergraduates: curriculum development, delivery and assessment. AMEE GUIDE No. 103. Med Teach. 2016;38:323–337.
  • Salkind J, Gishen F, Drage G, et al. LGBT plus health teaching within the undergraduate medical curriculum. Int J Environ Res Public Health. 2019;16:2305.
  • Alrebish SA. Barriers to effective feedback in undergraduate medical education: case study from Saudi Arabia. Int J Health Sci (Qassim). 2018;12(2):31–36.
  • Tanaka T, Sadasue T, Takeya M. Intergenerational disparity on knowledge and understanding LGBT [in Japanese]. Bull Kyusyu Women’s Univ. 2017;54:115–127.
  • National Center for Hearing Assessment and Management Utah State University. Conducting evaluations of statewide EHDI programs. Logan; 2015 Accessed 2019 May 9]. Available from: http://www.infanthearing.org/programevaluation/stateevaluation.html