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

Abstract

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.

Students’ attitudes, beliefs and perceptions surrounding 2SLGBTQIA + health education and inclusiveness in Canadian physiotherapy programs

“…Scores from the LGBT-DOCSS suggest students generally had positive attitudes towards working with 2SLGBTQIA + patients and showed a moderate degree of knowledge about 2SLGBTQIA + considerations, However, students showed a lack of clinical preparedness in working with the 2SLGBTQIA + population. The findings are similar to previous studies that used LGBT-DOCSS to evaluate competencies in medical [ 34 , 40 , 41 ] and pharmacy [ 42 ] students, and with students from a variety of health disciplines [ 43 ]. These results emphasize the importance of 2SLGBTQIA + education in physiotherapy programs and suggest incorporating educational interventions focused on developing practical skills and competencies (e.g., practical simulations, case discussions, interviews) could be particularly beneficial [ 44 ].…”

Knowledge, behaviours, and training related to 2SLGBTQIA+ health education amongst entry-level physiotherapy students in Canada: results of a nationwide, cross-sectional survey

“…The mean score for the LGBT-DOCSS attitude subscale score, on the other hand, was much higher. These results are similar to those observed when evaluating 2SLGBTQIA+ competencies using the LGBT-DOCSS in medical [ 21 , 34 , 35 ] and pharmacy [ 36 ] students, and students across various health disciplines (i.e., nursing, occupational therapy, etc.) [ 37 ].…”

Breaking the ice: Creating and maintaining an affirming practice setting for LGBTQIA+ pharmacy trainees

“…Within the institution, evaluate if opportunities exist to increase exposure to SGM patients, as well as to evaluate the cultural competence of all site‐specific staff and providers, as noted above. Increased exposure to SGMs has been identified with increased knowledge, competence, and clinical skills in pharmacy students, and this association is likely reproducible in pharmacy residents 20 …”