A multicenter, multidisciplinary evaluation of 1701 healthcare professional students’ LGBT cultural competency: Comparisons between dental, medical, occupational therapy, pharmacy, physical therapy, physician assistant, and social work students

Nowaskie, Dustin Z.; Patel, Anuj U.; Fang, Ryan C.

doi:10.1371/journal.pone.0237670

Cited by 52 publications

(59 citation statements)

References 19 publications

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“…As part of a larger study [13], an anonymous, crosssectional, self-reporting online survey comprised of 28 items was utilized for data collection. This survey consisted of the LGBT-Development of Clinical Skills Scale (LGBT-DOCSS) [14] as well as demographic and experiential variables.…”

Section: Instrumentmentioning

confidence: 99%

How much is needed? Patient exposure and curricular education on medical students’ LGBT cultural competency

Nowaskie

Patel

2020

BMC Med Educ

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Background For medical students, providing exposure to and education about the lesbian, gay, bisexual, and transgender (LGBT) patient population are effective methods to increase comfort, knowledge, and confidence in caring for LGBT people. However, specific recommendations on the number of patient exposures and educational hours that relate to high LGBT cultural competency are lacking. Methods Medical students (N = 940) at three universities across the United States completed a survey consisting of demographics, experiential variables (i.e., number of LGBT patients and LGBT hours), and the 7-point Likert LGBT-Development of Clinical Skills Scale (LGBT-DOCSS). LGBT-DOCSS scores were stratified by 1-point increments, and experiential variable means were computed per each stratification to characterize the mean LGBT patients and hours of medical students with higher scores and those with lower scores. Results Medical students reported caring for some LGBT patients annually (M = 6.02, SD = 20.33) and receiving a low number of annual LGBT curricular hours (M = 2.22, SD = 2.85) and moderate number of annual LGBT extracurricular hours (M = 6.93, SD = 24.97). They also reported very high attitudinal awareness (M = 6.54, SD = 0.86), moderate knowledge (M = 5.73, SD = 1.01), and low clinical preparedness (M = 3.82, SD = 1.25). Medical students who cared for 35 or more LGBT patients and received 35 or more LGBT total hours reported significantly higher preparedness and knowledge. Conclusions Medical students have shortcomings in LGBT cultural competency and limited LGBT patient exposure and education. To improve LGBT cultural competency, medical schools and accrediting bodies should consider providing medical students with at least a total of 35 LGBT patient contacts and 35 LGBT education hours (10 h of required curricular education and 25 h of supplemental education).

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Section: Instrumentmentioning

confidence: 99%

How much is needed? Patient exposure and curricular education on medical students’ LGBT cultural competency

Nowaskie

Patel

2020

BMC Med Educ

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“…These findings are similar to prior studies that have shown gaps in LGBT knowledge, preparedness, and overall competence among other types of health care professional students. 17 Importantly, we found that as student pharmacists cared for more LGBT patients and received more LGBT education, they reported higher LGBT-DOCSS scores. While some studies have shown that LGBT education, 19 transgender-specific education, [10][11][12][13] and transgender panelist exposure 14 can promote higher cultural competency, to our knowledge, there have been no specific recommendations regarding the amount of patient exposure and education necessary to improve LGBT cultural competency.…”

Section: Science and Practicementioning

confidence: 63%

“…As part of a larger study by Nowaskie et al, 17 a selfreporting, anonymous, cross-sectional, online survey of demographics, experiential variables, and the LGBT-Development of Clinical Skills Scale (LGBT-DOCSS) 18 was used (Appendix 1). Seven demographics comprising age, gender identity, sexual orientation, race, ethnicity, university, and level of training were collected.…”

Section: Methodsmentioning

confidence: 99%

LGBT cultural competency, patient exposure, and curricular education among student pharmacists

Nowaskie¹,

Patel²

2021

Journal of the American Pharmacists Association

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Background: Pharmacists are positioned in unique and important roles in health care in their ability to care for the lesbian, gay, bisexual, and transgender (LGBT) population. For example, pharmacists are a highly prevalent, accessible provider type, and informal surveys have shown that LGBT patients may be more comfortable asking their pharmacists sensitive medication questions rather than their primary provider. Objectives: To demonstrate gaps in LGBT cultural competency among student pharmacists and propose specific recommendations on the number of LGBT patient exposures and educational hours that can significantly improve LGBT cultural competency. Methods: Student pharmacists (N ¼ 275) at 3 universities in the United States completed a survey comprising demographics, experiential variables (i.e., number of LGBT patients and LGBT hours), and the 7-point Likert LGBT-Development of Clinical Skills Scale (LGBT-DOCSS).LGBT-DOCSS scores were stratified by 1-point increments, and experiential variable means were computed per each stratification to characterize the mean LGBT patients and hours of student pharmacists with higher scores and those with lower scores. Results: Student pharmacists reported low numbers of annual LGBT patients (Mean ¼ 3.82, SD ¼ 9.54), annual LGBT curricular hours (Mean ¼ 0.55, SD ¼ 0.95), and annual LGBT extracurricular hours (Mean ¼ 2.50, SD ¼ 15.42). They reported very high attitudinal awareness (Mean ¼ 6.19, SD ¼ 1.02), moderate knowledge (Mean ¼ 5.00, SD ¼ 1.25), and low clinical preparedness (Mean ¼ 3.26, SD ¼ 1.33). Student pharmacists who cared for 25 or more LGBT patients and received 10 or more LGBT total hours reported significantly higher preparedness, knowledge, and overall cultural competency. Conclusion: Student pharmacists have shortcomings in LGBT cultural competency and limitedLGBT patient exposure and education. To improve LGBT cultural competency, pharmacy schools and accrediting bodies should consider ensuring that student pharmacists receive at least a total of 25 LGBT patient contacts and 10 LGBT formal education hours across their pharmacy education.

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“…In fact, previous studies consistently indicated more positive attitudes among social workers toward sexual minorities in comparison to other health professionals. 7,9,20 In general, changes such as secularization and the increased demand for individual equality might have increased acceptance of sexual diversity in various areas of life. 21 Thus, the more positive attitudes reported in this study may reflect the progressive social, cultural, and legislative changes toward sexual minorities that have occurred in Israel since the publication of Shilo's study in 2004.…”

Section: Discussionmentioning

confidence: 99%

Attitudes of registered physiotherapists toward people identifying as lesbian, gay, and bisexual: A cross-sectional survey

Klein

Elboim-Gabyzon

2021

Preprint

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Background: This study aimed to explore the attitudes of registered physiotherapists in Israel toward people identifying as lesbian, gay, or bisexual (LGB) and to identify background characteristics associated with their attitudes toward LGB individuals. Methods: This study employed an observational design and was conducted nationwide in Israel. The anonymous online questionnaire covered participants’ demographic characteristics (e.g., age, gender, sexual orientation, religious affiliation, and religiousness), two self-assessment questions regarding levels of homophobia (active engagement against LGB individuals) and heterosexism (holding negative opinions regarding LGB individuals), and the 22-item Hebrew version of the Attitudes Toward Homosexuality Scale (ATHS). Participants were recruited through professional organizations, social media, and word of mouth. Results: The data of 383 registered physiotherapists practicing in Israel were analyzed. ATHS scores ranged between 32 and 110 (out of 110), with a median score of 106 and 41% scoring below the median. The median score regarding homophobia and heterosexism was one out of five. Logistic regression indicated that identifying as men, heterosexual orientation, and religiousness were significantly associated with less positive attitudes toward LGB individuals. Most participants received considerably limited formal education regarding the specific needs of sexual minorities. Conclusions: Overall, physiotherapists in Israel demonstrated favorable attitudes toward LGB individuals, as reflected both by ATHS scores and their levels of homophobia and heterosexism. The current results highlight the need to update the physiotherapy curriculum to include information regarding sexual orientation and its effect on the mental and physical health of the LGB community.

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A multicenter, multidisciplinary evaluation of 1701 healthcare professional students’ LGBT cultural competency: Comparisons between dental, medical, occupational therapy, pharmacy, physical therapy, physician assistant, and social work students

Cited by 52 publications

References 19 publications

How much is needed? Patient exposure and curricular education on medical students’ LGBT cultural competency

How much is needed? Patient exposure and curricular education on medical students’ LGBT cultural competency

LGBT cultural competency, patient exposure, and curricular education among student pharmacists

Attitudes of registered physiotherapists toward people identifying as lesbian, gay, and bisexual: A cross-sectional survey

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