**Integrating Trans-Inclusive Science in Medical Education: A Crucial Step for India’s Healthcare System**
NEW DELHI: Transgender individuals in India routinely face discrimination in healthcare, often encountering prejudice and ignorance from medical providers. Addressing this issue, a recent study published in the American journal *Advances in Physiology Education* emphasizes the urgent need to integrate trans-inclusive science early within India’s medical curricula. This integration is essential to adequately meet the specific medical needs of transgender people.
Globally, many medical schools dedicate minimal to no hours to LGBT health education. India is no exception. Despite the Transgender Persons (Protection of Rights) Act, 2019—which prohibits discrimination—transgender individuals continue to face barriers in education and healthcare.
To tackle this challenge, a first-of-its-kind study was conducted in India, offering fresh hope if its recommendations are incorporated into medical education. Dr. Satendra Singh, Director Professor of the Department of Physiology at the University College of Medical Sciences and GTB Hospital in Delhi, and one of the study’s authors, highlighted the shortcomings of the National Medical Commission (NMC), the body that regulates medical education in India.
“The NMC has failed to adequately address LGBT health,” Dr. Singh said. “Unfortunately, the NMC has made repeated U-turns on including LGBTQI content in the Competency-Based Medical Education (CBME) curriculum, first in 2019 and again in 2024.”
According to the 2011 census, India has approximately 4.88 lakh transgender persons. This study is the first in the country to longitudinally integrate trans-affirmative competencies into the MBBS physiology curriculum, marking a significant milestone for medical education in India.
Dr. Singh was recently honored with the prestigious WHO South-East Asia Region award for Public Health Champion in the individual category, recognizing his efforts in championing disability inclusion within health systems and medical education.
The pilot study employed a mixed-methods approach to integrate trans-affirmative competencies into the MBBS physiology curriculum, explained the study’s primary author, Dr. Athul KM, based in Kozhikode.
Co-author Prof. (Dr.) Aqsa Shaikh, Professor of Community Medicine at Hamdard Institute of Medical Sciences and Research, added, “From dehumanization in the old curriculum to a human-centered approach in this pilot, we have taken a small step in the right direction.”
The findings from this study highlight a critical path forward for transforming India’s medical education system—towards inclusivity, sensitivity, and comprehensive care for transgender individuals.
https://www.newindianexpress.com/thesundaystandard/2025/Sep/28/need-to-integrate-trans-inclusive-science-in-medical-education-says-study