Interprofessional LGBT Health Equity Education for Early Learners

Leslie, Katie F.; Steinbock, Stacie; Simpson, Ryan; Jones, V. Faye; Sawning, Susan

doi:10.15766/mep_2374-8265.10551

Cited by 26 publications

(25 citation statements)

References 6 publications

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“…Eighteen articles were identified as focusing on cultural competency training on gender and sexual minorities. [147][148][149][150][151][152][153][154][155][156][157][158][159][160][161][162][163] Most of the interventions (16/18) were designed as 1-3-h sessions, used lectures as a teaching modality (8/18), and used surveys as an assessment tool (15/ 18). SP sessions were also commonly used to teach and assess students' ability to take an inclusive sexual history.…”

Section: Specific Populationsmentioning

confidence: 99%

Cultural Competency Interventions During Medical School: a Scoping Review and Narrative Synthesis

et al. 2019

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Many medical accreditation bodies agree that medical students should be trained to care for diverse patient populations. However, the teaching methods that medical schools employ to accomplish this goal vary widely. The purpose of this work is to summarize current cultural competency teaching for medical students and their evaluation methods. A scoping review was completed by searching the databases PubMed, Scopus, MedEdPOR-TAL, and MEDLINE for the search terms "medical education" and "cultural competency" or "cultural competence." Results were summarized using a narrative synthesis technique. One hundred fifty-four articles on cultural competency interventions for medical students were systematically identified from the literature and categorized by teaching methods, length of intervention, and content. Fifty-six articles had a general focus, and ninety-eight articles were focused on specific populations including race/ethnicity, global health, socioeconomic status, language, immigration status, disability, spirituality at the end of life, rurality, and lesbian, gay, bisexual, transgender, and queer. About 54% of interventions used lectures as a teaching modality, 45% of the interventions described were mandatory, and 9.7% of interventions were not formally evaluated. The authors advocate for expansion and more rigorous analysis of teaching methods, teaching philosophies, and outcome evaluations with randomized controlled trials that compare the relative effectiveness of general and population-specific cultural competency interventions.

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Section: Specific Populationsmentioning

confidence: 99%

Cultural Competency Interventions During Medical School: a Scoping Review and Narrative Synthesis

et al. 2019

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“…The literature thus far has centered on health equity and uses case studies for discussion but does not highlight the use of standardized patients. [10][11][12] There are multiple benefits of choosing standardized patients as a pedagogical tool, such as providing exposure to clinical scenarios that may not be experienced by all learners in clinical rotations, as well as offering a consistent patient experience that allows for immediate feedback within a supportive environment; this can increase confidence and decrease anxiety, which may reduce apprehension during future patient encounters. 13,14 When considering this particular marginalized population, utilizing standardized patients also provides an experience in which learners can practice their skills without risking further stigmatization of an actual patient.…”

Section: Introductionmentioning

confidence: 99%

Promoting Affirmative Transgender Health Care Practice Within Hospitals: An IPE Standardized Patient Simulation for Graduate Health Care Learners

et al. 2019

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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.

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“…Other reports have addressed topics such as LGBTQ/SGM youth [40,41], transgender medicine [42], and topics related to differences in sex development (DSD) [43]. Greater numbers of interventions are being reported for interprofessional teams [41,44]. Also importantly, while the majority of curricular interventions are directed at the pre-clerkship context, increasing numbers are being devoted to learning in the clerkships and beyond [40,42].…”

Section: Undergraduate Medical Educationmentioning

confidence: 99%

Improving Clinical Education and Training on Sexual and Gender Minority Health

Streed

Davis

2018

Curr Sex Health Rep

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Purpose of Review Sexual and gender minority (SGM) populations, including lesbian, gay, bisexual, transgender, and queer (LGBTQ) individuals, continue to experience significant health and healthcare disparities. One mechanism proposed to address these disparities is improving the education of healthcare professionals. This narrative review summarizes recent trends specifically in medical education related to LGBTQ/SGM populations and highlights examples of curricular innovations. Recent Findings Efforts are described in all levels of medical education. The predominant contributions to literature include documenting the current state of education and patient care, including further defining gaps. There are many reports of educational efforts in various institutions, with reports of outcomes mostly in the domain of activity acceptability and learner selfefficacy. Interventions have been developed by both faculty and learners with broad acceptability and perceived value. Summary Existing publications continue to point out needed research in LGBTQ/SGM medical education. We also identify areas for additional innovation efforts.

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Interprofessional LGBT Health Equity Education for Early Learners

Cited by 26 publications

References 6 publications

Cultural Competency Interventions During Medical School: a Scoping Review and Narrative Synthesis

Cultural Competency Interventions During Medical School: a Scoping Review and Narrative Synthesis

Promoting Affirmative Transgender Health Care Practice Within Hospitals: An IPE Standardized Patient Simulation for Graduate Health Care Learners

Improving Clinical Education and Training on Sexual and Gender Minority Health

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