‘Can we even survive this wokism?’ Harvard class teaching healthcare for LGBTQ ‘infants’ provokes anger

Harvard Medical School, which is supposed to be a graduate-level school that believes in science, boasts a class that teaches students about providing healthcare to “infants” who identify as part of the LGBTQIA+ community.

The class, “Caring for Patients with Diverse Sexual Orientations, Gender Identities, and Sex Development,” is included in the school’s 2022-2023 course catalog.

“This elective is a four-week multidisciplinary clinical-and-scholarly experience that trains students to provide high-quality, culturally responsive care for patients with diverse sexual orientations, gender identities, and sex development,” the course description reads.

“Many of these patients identify as lesbian, gay, bisexual, transgender, queer, intersex or asexual (LGBTQIA+). Clinical exposure and education will focus on serving gender and sexual minority people across the lifespan, from infants to older adults,” the course description continues.

Keep in mind that an ‘infant’ is typically considered to be a very young child usually less than one year old.

(Source: Harvard Medical School)

But it gets worse.

“The elective includes partnerships and clinical experiences at Harvard Medical School hospitals and within community settings, including clinical experiences at Boston Children’s Hospital, Massachusetts General Hospital, Cambridge Health Alliance, Fenway Health Center, Boston Health Care for the Homeless, and other health care organizations in the Great Boston Area that serve LGBTQIA+ communities,” it reads.

So students will, during the course, be exposed to real infants … who allegedly identify as LGBT.

It’s not clear how an infant would be able to let the adults around them know that they’re LGBT, given that most infants don’t say their first words until around month ten or so, according to The Conversation.

Plus, it’s not even clear how a baby so young would even understand the concepts of love and sex.

Critics say none of it makes any sense.

“Been providing health care to infants for over 30 years. The only thing they care about is a clean diaper, their next meal, and being soothed and comforted by a loving caregiver (mom, dad, grandparent, etc.),” one critic, who from the sounds of it is either a nurse or doctor, wrote.

Look at this and other criticisms below (*Language warning):

Speaking with The College Fix, the outlet that originally broke the story, ethicist Nathanael Blake of the Ethics and Public Policy Center suggested that perhaps Harvard Medical School should stick to teaching real science.

“Harvard medical students should be taught the basic scientific truth that a man cannot become a woman, or vice versa. Those experiencing psychological distress regarding their biological sex need to be treated with compassion, which does not mean subjecting them to dangerous chemical and surgical treatments to mold them into a facsimile of the opposite sex,” he said.

The directors of the course, Alex Keuroghlian and Alberto Puig, both of whom also work for Massachusetts General Hospital, apparently disagree with this kind of thinking.

“An outspoken supporter of removing healthy organs from individuals and injecting them with puberty blockers, Keuroghlian has authored research that connected transgender drugs and surgeries to better mental health outcomes for patients. He has also condemned government restrictions on the procedures,” according to The College Fix.

Moreover, in an interview last year with The New York Times, Keuroghlian spoke out against mental health screenings for patients who identify as transgender.

“I’m really not a believer in requiring that for people. Being trans isn’t a mental health problem,” he reportedly said.

Isn’t it, though?

Colorado State University professor Moti Gorin certainly appears to believe so.

“Medical school students should be taught that diagnoses of gender dysphoria in minors have been skyrocketing in recent years, and we do not know why,” he told The Fix.

“This rapid increase in diagnoses, in which the large majority of patients are girls (natal females), combined with the lack of long-term data on treatment outcomes, requires more research, with respect to both underlying cause and evidence-based solutions,” he added.


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