LGBT+ Health Teaching within the Undergraduate Medical Curriculum

Salkind, J; Gishen, Faye; Drage, Ginger; Kavanagh, Jayne; Potts, Henry W W

doi:10.3390/ijerph16132305

Cited by 45 publications

(55 citation statements)

References 17 publications

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“…Training programs that provide exposure to LGBT patients can increase medical students' comfort levels in caring for this population [6]. Likewise, LGBT education programs can increase knowledge [6] and confidence in clinical assessments [7] of LGBT people among medical students. Over the past decade, many medical schools have made efforts to include LGBT-specific healthcare topics in their curricula.…”

Section: Introductionmentioning

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: Introductionmentioning

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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“…(2) Instructional methods Primarily, instructional methods in our survey were lectures, and only one school provided a workgroup in which students discussed sexual minority issues. However, feedback processes are an essential part of instruction for quality improvement of education [50]. For example, one medical school in London utilized feedback to assess the initial lecture regarding sexual orientation, and for the following lecture, they succeeded Table 6.…”

Section: Methodsmentioning

confidence: 99%

“…in expanding the program based on the feedback from students [50]. Feedback takes many forms, providing an evaluation of the educational process with student responses to surveys, or providing a student with feedback as a result of programmatic assessments [33,51].…”

Section: Overall Goalsmentioning

confidence: 99%

Prevalence and curriculum of sexual and gender minority education in Japanese medical school and future direction

Yamazaki

Aoki

Otaki

2020

Medical Education Online

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Background: In Japan, sexual and gender minorities (SGM) remain stigmatized, provoking hospital access barriers and health disparities from judgmental care. Japan's Westerninfluenced introduction of SGM course content into medical education for future physicians addresses these disparities, although often perfunctorily and inconsistently. Objective: To examine the prevalence and characteristics of medical education curriculum with respect to SGM patients, we surveyed medical schools. Methods: A medical education faculty member from each of 80 Japanese medical schools received double postcards to identify relevant SGM coursework. Upon acknowledgement, 43 schools received seven-item anonymous questionnaires in March 2018. Survey results were analyzed from the perspective of three of the qualities and abilities required of a physician -Patient Care, Knowledge for Practice, and Professionalism from Japan's Medical Core Curriculumto develop recommendations for outcomes-based SGM curriculum through the lens of Van Melle's medical education framework. Results: The response rate was 46%, with 22 schools providing SGM lectures mostly to firstand third-year students. Obstetrics and Gynecology, Neuropsychiatry, and Introduction to Medicine lectures were the top three subjects offering SGM lectures, primarily consisting of basic knowledge of SGM and Differences in Sex Development. Several lectures addressed the health challenges of SGM. Primary reasons for not offering SGM lectures were lack of suitable instructors or no school policies. Conclusions: Students can best experience the humanity of SGM patients and employ more appropriate diagnostic practices and modes of treatment with targeted curriculum to address SGM health disparities and inclusion of SGM patients in clinical practice training. To disseminate SGM education in Japanese medical schools, development of qualified instructors and policies is essential, employing currently active experts. The Van Melle reforms framework can guide in the development of recommended tailored learning experiences and lectures for improved and expanded SGM education, integrating appropriate coursework within current medical core curriculum structure. ARTICLE HISTORY

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“…Many scholars also require medical education to instill correct knowledge of and positive attitudes toward LGBT+ into medical students or healthcare professionals [14][15][16][17][18][19][20]. Many studies revealed the importance of teaching medical students to understand basic LGBT+ concepts and terminology and focused on guiding students toward establishing friendly attitudes toward LBGT+ in their courses [18,19], including inviting LGBT+ community members to participate in curriculum development, lesson planning, or teaching assistance [18]. Some studies demonstrated multiple approaches to providing students with teaching on LGBT+ health in medical education curricula, such as didactic lectures, student-led presentations, patient panels, and small-group sessions [17,20].…”

Section: Competency-based Medical Education and Gender Competencymentioning

confidence: 99%

“…Salkind, Gishen, Drage, Kavanagh, and Potts introduced a compulsory curriculum in a medical school to provide undergraduate students with LGBT+ health-related education, including talks from transgender patients as guest speakers. The respective research results showed that students learned to use appropriate language to explain and discuss sexual orientation and gender identity [18].…”

Section: Competency-based Medical Education and Gender Competencymentioning

confidence: 99%

Education First: Promoting LGBT+ Friendly Healthcare with a Competency-Based Course and Game-Based Teaching

Yang

2019

IJERPH

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How, apart from by conveying professional knowledge, can university medical education nurture and improve the gender competency of medical students and thereby create an LGBT+ friendly healthcare environment? This study explored the use of game-based teaching activities in competency-based teaching from the perspective of competency-based medical education (CBME) and employed a qualitative case-study methodology. We designed an LGBT+ Health and Medical Care course in a medical school. Feedback was collected from two teachers and 19 medical students using in-depth interviews and thematic analysis was used to analyze the collected data. The findings of this study were as follows: (1) Games encouraged student participation and benefited gender knowledge transmission and transformation through competency learning, and (2) games embodied the idea of assessment as learning. The enjoyable feeling of pressure from playing games motivated students to learn. Using games as both a teaching activity and an assessment tool provided the assessment and instant feedback required in the CBME learning process. Game-based teaching successfully guided medical students to learn about gender and achieve the learning goals of integrating knowledge, attitudes, and skills. To fully implement CBME using games as teaching methods, teaching activities, learning tasks, and assessment tools, teachers must improve their teaching competency. This study revealed that leading discussions and designing curricula are key in the implementation of gender competency-based education; in particular, the ability to lead discussions is the core factor. Game-based gender competency education for medical students can be facilitated with discussions that reinforce learning outcomes to achieve the objectives of gender equality education and LGBT+ friendly healthcare. The results of this study indicated that game-based CBME with specific teaching strategies was an effective method of nurturing the gender competency of medical students. The consequent integration of gender competency into medical education could achieve the goal of LGBT+ friendly healthcare.

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LGBT+ Health Teaching within the Undergraduate Medical Curriculum

Cited by 45 publications

References 17 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

Prevalence and curriculum of sexual and gender minority education in Japanese medical school and future direction

Education First: Promoting LGBT+ Friendly Healthcare with a Competency-Based Course and Game-Based Teaching

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