Work

Educating for equity: implementing trans-affirmative competencies in physiology curriculum

Year: 2025

Type: article

Abstract: This pilot study is the first in India to longitudinally integrate trans-affirmative competencies into the MBBS physiology curriculum using a mixed-methods approach. Delivered over 11 mo, it demonstrated that nearly 17 h of gender-inclusive education can be embedded without disrupting existing teaching schedules. Using health humanities tools like poetry, trigger films, and Theater of the Oppressed, the curriculum enhanced student engagement and empathy. The study offers a scalable model for incorporating transgender health into early medical education, bridging curricular gaps and aligning with legal and professional mandates for inclusive health care.

Source: AJP Advances in Physiology Education

DOI: 10.1152/advan.00157.2025

Authors: Athul K.M., Satendra Singh, Khan Amir Maroof, Aqsa Shaikh

Institutions: University of Delhi, University College of Medical Sciences, Hamdard University

Language: English

Topic: Innovations in Medical Education

Subfield: Public Health, Environmental and Occupational Health

Field: Medicine

Domain: Health Sciences

SDGs: Quality education, Good health and well-being, Reduced inequalities, Gender equality

Open Access status: diamond

OpenAlex ID: W4413114663

FWCI: 3.283

Cites: 24

Cited by: 4

Related to: 10