Evaluation of a gender-affirming healthcare curriculum for second-year medical students

Thompson, Hale M.; Coleman, Jennifer A.; Iyengar, Ravi M; Phillips, Shay E.; Kent, Paul; Sheth, Neeral K.

doi:10.1136/postgradmedj-2019-136683

Cited by 12 publications

(25 citation statements)

References 21 publications

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“…Of these, 398 full texts from the original search and 147 full texts from the updated search (final total of 545) were reviewed for inclusion. A final set of 51 full-text articles in the primary search [ 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 ], as well as 28 full-text articles in the updated search [ 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 ] were selected for qual...…”

Section: Resultsmentioning

confidence: 99%

“…A total of 12 studies described assessment of more than one health profession [ 21 25 26 28 31 34 42 51 54 68 77 98 ]. Cultural competency (56; 70.9%) [ 21 22 23 24 25 28 30 32 34 36 37 38 39 42 43 44 45 46 47 50 51 52 54 55 56 57 58 61 62 65 66 68 71 72 73 75 77 78 79 80 81 82 83 84 85 87 88 89 90 91 93 94 95 96 97 98 ] was the most common aspect of global health subject area, and most studies reported data resulting from standard live didactic course structures (58; 73.4%) [ 20 22 23 24 25 26 28 29 30 31 32 …”

Section: Resultsmentioning

confidence: 99%

“…Each study measured some aspects of students’ attitudes, perceptions, and beliefs regarding their educational outcomes. Fewer than half of the studies utilized objective knowledge assessments (34; 43.0%) [ 20 22 25 28 31 32 35 36 37 38 40 42 43 44 46 47 49 50 51 57 61 62 65 66 67 71 74 79 89 92 94 95 96 97 ]. Finally, sample sizes were split relatively equally among small (26; 32.9%) [ 25 27 31 32 33 37 38 40 43 48 49 52 53 56 57 58 60 64 70 72 74 82 83 87 91 95 ], medium (30; 38.0%) [ 20 21 23 28 34 36 44 45 50 59 61 62 66 67 68 71 73 76 …”

Section: Resultsmentioning

confidence: 99%

“…Although two articles used the California Critical Thinking Disposition Inventory (CCTDI) [37,57] and two articles used the Readiness for Interprofessional Learning Scale (RIPLS) [77,121], these tools were not included because they did not specifically measure a construct related to global health. • ATLG [66] • CAS [71] • CCA [75,91] • CCCQ [51,65] • CCCHS [21,77] • HBAS [30] • IAPCC [28,37,38,42,44,57,61,73] • IDI [83] • IESS [34] • MAQ [32] • PTGI [72] • RIPLS [77] • SOPCS [94] • TSET [52,81,85] • UCSF Cultural…”

Section: Validated Quantitative Toolsmentioning

confidence: 99%

“…• Main et al [53] (reflective journals, content analysis) • CCCQ [51,65] • IAPCC [28,37,38,42,44,57,61,73] • MAQ [32] • SOPCS [94] Not validated: [22,25,36,46,50,51,62,66,79,89,[95][96][97] Grading: [47] Heffernan et al [43] (focus groups, thematic analysis) Validated:…”

Section: Healthy Communitiesmentioning

confidence: 99%

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A Systematic Review of Global Health Assessment for Education in Healthcare Professions

Connor

Jonkman

Covvey

et al. 2022

Annals of Global Health

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Objective: Emphasis on global health education is growing, with schools/colleges developing relevant courses, areas of concentration, and other didactic content. Organizations such as the Consortium of Universities for Global Health (CUGH) provide guidance for competencies in global health, but evaluation strategies are lacking. Accordingly, the purpose of this study was to identify methods and tools utilized to assess knowledge, skills, and attitudes in global health courses for health science students.Methods: A systematic review was conducted according to the PRISMA guidelines. The initial search was conducted using controlled vocabularies to screen PubMed, EMBASE, Global Health using Ovid, CINAHL, and ERIC from January 1997 to March 2020. Included articles detailed students in health professions, described a didactic educational intervention related to global health, and described assessment strategies and results.Results: A total of 12,113 titles/abstracts were identified. Based on the study inclusion criteria, 545 full texts were reviewed, and 79 full-text articles were selected for qualitative synthesis. Findings of the research revealed that cultural competence (70.9%) was evaluated most often, followed by health disparities (26.6%) and global health itself (12.7%). Most articles used quantitative assessment methods (86.1%), with surveys being the predominant method. A total of 91.1% of studies assessed perceptions, attitudes, and beliefs, while fewer evaluated knowledge (43.0%) and skills (19.0%). The most common validated tool employed was the Inventory for Assessing the Process of Cultural Competence (IAPCC). Conclusions:Based of the results of this study, the majority of the assessment tools utilized for global health education focused on cultural competence. One of the important findings of this research is the lack of validated instruments to assess students' skills in health disparities and global health. Given the recent global pandemic, these skills are essential for educating health care professionals to enhance global health.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Validated Quantitative Toolsmentioning

confidence: 99%

Section: Healthy Communitiesmentioning

confidence: 99%

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A Systematic Review of Global Health Assessment for Education in Healthcare Professions

Connor

Jonkman

Covvey

et al. 2022

Annals of Global Health

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Delivering transgender-specific knowledge and skills into health and allied health studies and training: a systematic review

Jecke¹,

Zepf²

2023

Eur Child Adolesc Psychiatry

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Many transgender individuals face inequities, discrimination, and sometimes even a lack of transgender-specific knowledge in health care settings. Educational curricula can address such disparities and help future health professionals to become more knowledgeable, confident, and well-prepared for addressing the needs of transgender individuals. This systematic review aims to summarize current training interventions about care of transgender individuals for health and allied health students, and to analyse the effects of the respective intervention. A total of six databases (Pubmed, MEDLINE, Scopus, Web of Science, Embase and SciSearch) were screened for original articles published between 2017 and June 2021. Search terms and eligibility criteria were pre-specified, and after a structured selection process 21 studies were included into further analysis. Extracted data contained information on general study properties, population, design, program format and outcomes of interest. A narrative synthesis was used to summarize detected results. Study quality was assessed for each individual study. A self-developed 18-item checklist combining criteria of two prior published tools was used to assess overall quality of quantitative studies. For qualitative studies a 10-item checklist by Kmet et al. [HTA Initiat, 2004] was applied. Eligible studies were designed for multiple health or allied health profession students, and varied widely regarding program format, duration, content, and assessed outcomes. Almost all (N = 19) interventions indicated improvements in knowledge, attitude, confidence and comfort levels or practical skills concerning care for transgender clients. Major limitations included the lack of long-term data, validated assessment tools, control groups and comparative studies. Training interventions contribute to prepare future health professionals to deliver competent and sensitive care and which may improve the prospective experienced health care reality of transgender individuals. However, currently there is no common consensus about best practice of education. Additionally, little is known about whether detected effects of training interventions translate into noticeable improvements for transgender clients. Further studies are warranted to assess the direct impact of specific interventions in the light of the respective target populations.

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Transgender health content in medical education: a theory-guided systematic review of current training practices and implementation barriers & facilitators

Heesewijk

Kent

Grift

et al. 2022

Adv in Health Sci Educ

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Health disparities faced by transgender people are partly explained by barriers to trans-inclusive healthcare, which in turn are linked to a lack of transgender health education in medical school curricula. We carried out a theory-driven systematic review with the aim to (1) provide an overview of key characteristics of training initiatives and pedagogical features, and (2) analyze barriers and facilitators to implementing this training in medical education. We used queer theory to contextualize our findings. We searched the PubMed/Ovid MEDLINE database (October 2009 to December 2021) for original studies that reported on transgender content within medical schools and residency programs (N = 46). We performed a thematic analysis to identify training characteristics, pedagogical features, barriers and facilitators. Most training consisted of single-session interventions, with varying modes of delivery. Most interventions were facilitated by instructors with a range of professional experience and half covered general LGBT+-content. Thematic analysis highlighted barriers including lack of educational materials, lack of faculty expertise, time/costs constraints, and challenges in recruiting and compensating transgender guest speakers. Facilitators included scaffolding learning throughout the curriculum, drawing on expertise of transgender people and engaging learners in skills-based training. Sustainable implementation of transgender-health objectives in medical education faces persistent institutional barriers. These barriers are rooted in normative biases inherent to biomedical knowledge production, and an understanding of categories of sex and gender as uncomplicated. Medical schools should facilitate trans-inclusive educational strategies to combat transgender-health inequities, which should include a critical stance toward binary conceptualizations of sex and gender throughout the curriculum.

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Evaluation of a gender-affirming healthcare curriculum for second-year medical students

Cited by 12 publications

References 21 publications

A Systematic Review of Global Health Assessment for Education in Healthcare Professions

A Systematic Review of Global Health Assessment for Education in Healthcare Professions

Delivering transgender-specific knowledge and skills into health and allied health studies and training: a systematic review

Transgender health content in medical education: a theory-guided systematic review of current training practices and implementation barriers & facilitators

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