EXPLORING LAURIER HEALTH SCIENCES STUDENTS’ KNOWLEDGE OF LGBTQ+ HEALTH
Notice bibliographique
Résumé
In all health-related fields, the need for well-informed, holistic healthcare providers is paramount. For the heathcare field to be impactful in positive ways, providers should emerge from multifaceted academic backgrounds, equipped with an array of knowledge and skills to address the complex needs of different patients. Central to this is the idea that all aspects of an individual's identity and the intersectionality of these identities should be considered when providing care. Intersectionality recognizes that various social and personal identities, such as race, gender, sexuality, and socioeconomic status, intersect to shape individual experiences and health outcomes (Kelly et al., 2022). Lesbian, gay, bisexual, transgender, and queer (LGBTQ+) individuals face unique challenges, including when accessing and receiving healthcare (Goldsmith & Bell, 2022). They often experience prejudice and discrimination, which can lead to significant health disparities and outcomes (Goldsmith & Bell, 2022; Tran et al., 2023). Despite this, minimal hours are allocated to LGBTQ+-specific education and training in Canadian health programs (Obedin‐Maliver et al., 2011). This gap in LGBTQ+ health education is concerning, as it may leave recent healthcare providers ill-prepared to meet the needs of LGBTQ+ patients (Minturn et al., 2021; Obedin‐Maliver et al., 2011). Most of the research regarding LGBTQ+ health education has focused on medical or physiotherapy students’ preparedness to treat and care for LGBTQ+ patients. This research has highlighted a lack of preparation, identifying a shortfall in current medical and physiotherapy school curricula, failing to equip future healthcare providers with the necessary knowledge to not only offer adequate care, but to also demonstrate empathy and compassion when caring for LGBTQ+ individuals (Greene et al., 2018; Minturn et al., 2021). With much of the literature on LGBTQ+ health education centering on medical school and other professional programs, it is warranted to explore content earlier, in undergraduate programs that feed into these professional programs, and also other graduate programs, as it might provide an earlier opportunity to shape inclusive, informed health professionals. There is very minimal research examining the knowledge and attitudes of health sciences students regarding LGBTQ+ health topics and healthcare, especially in Ontario, and many of these students move on to work in healthcare settings where they will inevitably encounter LGBTQ+ patients. This thesis further explores these gaps in depth by examining the provision of LGBTQ+ health education in Laurier’s Health Sciences program by developing an understanding of the knowledge and attitudes of upper-year health sciences students. This research outlines areas where improvements or alterations in the curricula are suggested. The intention is to contribute to the development of more inclusive and effective LGBTQ+ health education in health sciences, recognizing the importance of understanding and the diverse needs of all patients.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,006 | 0,014 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,002 | 0,001 |
| Études des sciences et des technologies | 0,005 | 0,003 |
| Communication savante | 0,007 | 0,004 |
| Science ouverte | 0,001 | 0,006 |
| Intégrité de la recherche | 0,002 | 0,005 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,019 | 0,003 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».