Introduction: Transgender patients frequently experience discrimination within health care settings due to provider lack of knowledge and bias resulting in poor service delivery. Team-based interprofessional collaboration is becoming a best practice for health professionals to improve patient-centered care and address these health disparities. Methods: A team-based interprofessional education simulation activity was developed as a teaching activity at a university for graduate health care learners in medicine, nursing, occupational therapy, physical therapy, physician assistant, social work, and health care administration programs over 2 years (N = 494). The simulation focused on a transgender patient brought to the emergency department (ED) after a workplace assault. Students were placed in interprofessional teams and asked to critique the initial ED interaction with the patient and then complete a team huddle and discharge planning meeting with a standardized patient. Student preparedness to engage in the Interprofessional Education Collaborative (IPEC) competencies was assessed through a posttest measure. Results: Student learners reacted overwhelmingly positively to the activities of the workshop. The averaging of 2 years of data yielded students responses of strongly agree and agree at 90% or higher for all IPEC core competencies, as well as for educational objectives of the workshop. Discussion: Reducing the structural, interpersonal, and individual stigma experienced by transgender patients requires institutions to offer experiential learning opportunities for future health care providers. This interprofessional education simulation experience focusing on transgender patients calls attention to the negative impact of stigma while also promoting competency in interprofessional practice.
Introduction: Although lifestyle intervention and behavior modification are effective in the prevention and treatment of chronic disease, few medical schools provide specific training in stress management, nutrition, or physical activity. While the prevalence of chronic disease rises, medical students and physicians lack sufficient knowledge and skills to promote their patients' as well as their own wellness across these domains. Methods: We developed three hour-long workshops delivered to third-year medical students. We employed interactive lectures, small-group discussions, and reflective activities to teach the pillars of lifestyle medicine. These sessions focused on knowledge and skills to advance lifestyle counseling and behavior modification interventions with patients and to promote student wellness. We assessed student satisfaction with each session as well as self-perceived knowledge, skills, and attitudes toward lifestyle medicine and behavior change before and after the curriculum. Results: Over 2 years, 183 students participated in the workshop series. The sessions received high ratings, with a mean of 4.2 on a 5-point Likert scale. Participating in the curriculum significantly enhanced students' understanding of the connection between lifestyle factors and the health of patients and improved their confidence about counseling for behavioral change. Discussion: Lifestyle medicine provides an evidence-based framework for teaching students about the impact of lifestyle modification on chronic disease. While receiving knowledge and skills to advance patient care in the domains of stress management, nutrition, and physical activity, students who completed this curriculum also had the opportunity to reflect on their own health promotion, which could mitigate professional burnout.
INTRODUCTION: The batey communities in the sugarcane fields of La Romana, Dominican Republic house thousands of Haitian migrant families. Many of these bateyes lack electricity, potable water and reliable healthcare infrastructure. In 2015 the World Health Organization (WHO) reported a maternal mortality rate of 92/100,000 births in the Dominican Republic but rates within bateyes remain unspecified. METHODS: We evaluated barriers related to antenatal care and labor and delivery experience potentially associated with increased maternal mortality risk among Haitian migrant mothers living in bateyes. Under IRB approval qualitative interviews were conducted within 16 bateyes among 68 adult migrant mothers who experienced 1 live birth <3 years. Results were compared to the 2016 WHO recommendations. RESULTS: 68% of women did not meet the recommended minimum of eight antenatal care contacts. 22% traveled more than two hours for a visit. Relative to WHO recommendations: 93% of women had their blood pressure taken, 88% had urine collected and 79% received at least one ultrasound during a visit. 47% did not initiate prenatal vitamin use until their second trimester. Reasons for this delay were attributed to cost and inconsistent provider access. The WHO recommends establishment of antenatal care by 10 weeks gestation, the average gestational age at first visit among batey mothers was 18 weeks. 91% gave birth in hospital, reflecting strong maternal preference attributable to perceived maternal safety. CONCLUSION: In accordance with WHO antenatal care recommendations, optimal care in the bateyes is not fully achieved and warrants further interventional studies assessing consistent provider contact during the first trimester.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.