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medical care

Where are the studies on quality of life?

by Katrina on June 25, 2008

Yet another study has examined gender outcomes in women with CAH. This time the focus is sexual orientation. This makes me think again of a paper psychologist Tom Mazur presented at the 2008 meeting of the Lawson Wilkins Pediatric Endocrine Society. Tom and his colleagues did a literature review of all of the studies they could find on outcomes across DSD diagnoses. They found that less than 1% of all outcome studies assess quality of life; the rest largely deal with gender change later in life, degrees of gender-atypical behavior, sexual orientation etc.

This is unfortunate and also not surprising. Scientific interest in intersexuality stemmed from an interest in human psychosexual development in general, which is tied to long-standing debates over the relative roles of nature and nurture in determining physical and behavioral differences between men and women.

Researchers have looked for ways to assess the relative role of biology and socialization in making us men and women. Girls with CAH have been of particular interest because they provide an “experiment in nature” due to their atypical exposure to androgens in utero, which not only masculinize the genitals, but, researchers hypothesize, the brain, leading to more male-typical behavioral traits, including what is understood as male-typical sexual desire (i.e., desire for women, or homosexuality). These theories are united by the claim that sex hormones play an important role in the production of sex differences, though researchers and theorists differ in their opinions about which behaviors are affected.

The unfortunate consequence of this overwhelming focus on gender outcomes is that after fifty years we know surprisingly little about the factors that affect quality of life for children and adults with DSD—a fact that too few researchers are seeking to rectify.

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The Importance of Psychological Safety in Teams

by Katrina on June 15, 2008

I have been talking a lot with Bo Laurent of late about how health care teams function. I find it fascinating and it’s about a close as I can get to understanding organizational development without going back to school. Bo recently did a study of the craniofacial team at University of Washington—a team that from what I can tell does a pretty marvelous job of being a team. One of the reasons Bo felt that team worked is that it had a high degree of what people in OD have come to call psychological safety. This concept was introduced in a 1999 article and basically it argues that for teams to function well and learn from mistakes, members need to believe the team is a safe environment for interpersonal risk taking.

What does this mean? That irrespective of status or position on the team (i.e., whether nurse, social worker, or surgeon), all members feel safe to raise concerns, offer opinions, challenge views, and disagree even about a patient that isn’t “theirs.” Not only should team members be encouraged to voice their views and feel safe about doing so, but that they will not suffer professionally for their views by not getting raises or promotions and the like. Psychological safety doesn’t just emerge in a team; it has to be  learned and built upon so that it becomes part of the team’s culture and way of being. Seems to me that without this in place, it would be really hard for doctors and teams to learn from mistakes. With all of the focus on clinician-patient interaction in medical education, how to be part of a team may be even more important and would likely improve clinician-patient interactions as well.

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