Advancing LGBT Health at an Academic Medical Center: A Case Study

Yehia, Baligh R.; Calder, Daniel; Flesch, Judd D.; Hirsh, Rebecca; Higginbotham, Eve J.; Tkacs, Nancy C.; Crawford, Beverley; Fishman, Neil O.

doi:10.1089/lgbt.2014.0054

Cited by 14 publications

(7 citation statements)

References 2 publications

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“…Included [31,32]: Describes the innovation and outcomes of the innovation [30,34]; Components of the larger systemslevel work; [33] Formative work N/A [31] N/A [31] Yes [32] Yes [32] N/A [33] N/A [33] No [34] N o [ 34] University of Pennsylvania Perelman Schools of Medicine, Nursing, and Dentistry [2,35,36] Yes [2] N o [ 2] Individual [2] Included No [35] N/A [35] Systems [35] N/A [36] N/A [36] Systems [36] University of Pittsburg School of Medicine [37] No No Individual Included…”

Section: No Individual Includedmentioning

confidence: 99%

Implementation of sexual and gender minority health curricula in health care professional schools: a qualitative study

Pratt-Chapman

2020

BMC Med Educ

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Background: Lesbian, gay, bisexual, transgender, queer, and intersex people-inclusively termed "sexual and gender minorities"-have unique health and health care needs that are not being met by most healthcare providers due to lack of training in health care professional schools. The purpose of this qualitative study was to examine implementation factors for advancing sexual and gender minority health professional student curricula in academic settings. Methods: Semi-structured interviews guided by the Consolidated Framework for Implementation Research (CFIR) were conducted with sixteen curricular champions to identify factors relevant to curricular adoption, integration, and sustainment. Themes were coded using a hybrid of deductive and inductive approaches and reported using major CFIR domains. Results: Facilitators supporting implementation of sexual and gender minority health curricula included collaboration among multiple stakeholders, alignment of formal and hidden curricula, fostering an organizational culture that valued inclusion and diversity, engagement with external subject matter experts or faculty with content expertise, and thoughtful and inclusive planning. Conclusion: This study contributes to health care professional education research as well as to implementation science. Facilitators that were identified in this study can be used to increase the adoption, integration, and sustainment of sexual and gender minority health curricula in diverse academic settings.

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Section: No Individual Includedmentioning

confidence: 99%

Implementation of sexual and gender minority health curricula in health care professional schools: a qualitative study

Pratt-Chapman

2020

BMC Med Educ

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“…1,2 Providing care that is affirming and inclusive – that is, care that draws on knowledge and skills enabling a health care provider to work effectively with LGBTQ youth – is critical to improve health outcomes and quality. 2–4 The broader clinical environment, clinic flow and other organization functions, and administrative systems aso need to be considered in order to ensure that clinical services are welcoming. Increasingly, examining these components and the messages they send to LGBTQ youth is not simply good care, but should be the baseline standard health care organizations apply.…”

mentioning

confidence: 99%

Caring for Lesbian, Gay, Bisexual, Transgender, and Questioning Youth in Inclusive and Affirmative Environments

Hadland

Yehia

Makadon

2016

Pediatric Clinics of North America

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“…Fifteen articles (11.2%) described approaches for broad curriculum and learning objective development. Many of these articles described the utilization of group settings as a key component, specifically including a retreat by 1 (6.7%) [ 147 ], summit by 1 (6.7%) [ 133 ], forum by 1 (6.7%) [ 142 ], community of practice by 1 (6.7%) [ 140 ], and specific committees or groups by 5 (33.3%) [ 134–138 ]. Six (40%) [ 136–138 , 140 , 142 , 147 ] involved community members in their development.…”

Section: Resultsmentioning

confidence: 99%

LGBTQ+ health education for medical students in the United States: a narrative literature review

Jewell,

Petty

2024

Medical Education Online

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Introduction People who identify as lesbian, gay, bisexual, transgender, queer/questioning, intersex, and other sexual/gender minorities (LGBTQ+) may experience discrimination when seeking healthcare. Medical students should be trained in inclusive and affirming care for LGBTQ+ patients. This narrative literature review explores the landscape of interventions and evaluations related to LGBTQ+ health content taught in medical schools in the USA and suggests strategies for further curriculum development. Methods PubMed, ERIC, and Education Research Complete databases were systematically searched for peer-reviewed articles on LGBTQ+ health in medical student education in the USA published between 1 January 2011–6 February 2023. Articles were screened for eligibility and data was abstracted from all eligible articles. Data abstraction included the type of intervention or evaluation, sample population and size, and key outcomes. Results One hundred thirty-four articles met inclusion criteria and were reviewed. This includes 6 (4.5%) that evaluate existing curriculum, 77 (57.5%) study the impact of curriculum components and interventions, 36 (26.9%) evaluate student knowledge and learning experiences, and 15 (11.2%) describe the development of broad learning objectives and curriculum. Eight studies identified student knowledge gaps related to gender identity and affirming care and these topics were covered in 34 curriculum interventions. Conclusion Medical student education is important to address health disparities faced by the LGBTQ+ community, and has been an increasingly studied topic in the USA. A variety of curriculum interventions at single institutions show promise in enhancing student knowledge and training in LGBTQ+ health. Despite this, multiple studies indicate that students report inadequate education on certain topics with limitations in their knowledge and preparedness to care for LGBTQ+ patients, particularly transgender and gender diverse patients. Additional integration of LGBTQ+ curriculum content in areas of perceived deficits could help better prepare future physicians to care for LGBTQ+ patients and populations.

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Advancing LGBT Health at an Academic Medical Center: A Case Study

Cited by 14 publications

References 2 publications

Implementation of sexual and gender minority health curricula in health care professional schools: a qualitative study

Implementation of sexual and gender minority health curricula in health care professional schools: a qualitative study

Caring for Lesbian, Gay, Bisexual, Transgender, and Questioning Youth in Inclusive and Affirmative Environments

LGBTQ+ health education for medical students in the United States: a narrative literature review

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