Preparing Future Physicians to Care for LGBT Patients: A Medical School Curriculum

Mehringer, Jamie E.; Bacon, Emily; Cizek, Stephanie; Kanters, Arielle; Fennimore, Todd F.

doi:10.15766/mep_2374-8265.9342

Cited by 23 publications

(19 citation statements)

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“…Uniquely, our patient encounter videos describe proficient and poor medical interviewing of a transmale patient, who is using hormone therapy and presents with a medical complaint. While one other curriculum has used a general LGBT panel, 17 we found no others in our literature review that used a panel exclusively comprising members of the transgender community.…”

Section: Citationmentioning

confidence: 84%

The Case of Sean Smith: A Three-Part Interactive Module on Transgender Health for Second-Year Medical Students

et al. 2020

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Introduction: While great strides have been made in favor of the LGBT community overall, transgender individuals are still facing many legal challenges and suffer from more marked health issues and disparities compared to other members of the LGBT community. Our multimodal transgender curriculum was designed in accordance with the Kern model to address educational gaps in the area of transgender health. Methods: This three-part module consists of: (1) a didactic PowerPoint presentation reviewing unique health issues and disparities experienced by transgender patients, (2) a small-group session viewing and analyzing a pair of videos showcasing competent and poor communication between a provider and a transgender patient, and (3) a large-group patient panel featuring members of the transgender community. Results: One hundred and sixty-one students returned pre-and postworkshop surveys with 123 matched pairs. When comparing participants reported pre-and postworkshop confidence levels, the mean rating increased significantly for all three learning objectives. Based on a 5-point Likert scale (1 = poor, 5 = excellent), participants' mean ratings were highest for the patient panel at 4.5, compared to 3.9 for the large-group didactic lecture, and 3.8 for the small-group video session. Discussion: The use of this multimodal approach using a didactic session, video-based case discussion, and patient panel provided a strong foundation and primer for transgender health and resulted in an increase in learner confidence in module objectives regarding care for the transgender community.

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Section: Citationmentioning

confidence: 84%

The Case of Sean Smith: A Three-Part Interactive Module on Transgender Health for Second-Year Medical Students

et al. 2020

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“…Boston University School of Medicine [7][8][9][10] No [7][8][9][10] No [7][8][9][10] Individual Included Case Western University School of Medicine [11,12] No [11,12] No [11,12] Individual Included Columbia University [13,14] N o [ 13,14] No [13,14] Individual [13] [20] No N/A N/A Excluded: Focus is on practitioners, not student learning University of Bristol (United Kingdom) [21] No No Individual Included…”

Section: Level Of Interventionmentioning

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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“…The author conceptualized the study, collected and analyzed data, wrote the manuscript, and approved the final submission. Case Western University School of Medicine 24,25 No 24,25 No 24,25 Individual Columbia University 26,27 No 26,27…”

Section: Consent To Publishmentioning

confidence: 99%

Implementation of Sexual and Gender Minority Health Curricula in Health Care Professional Schools: A Qualitative Study

Pratt-Chapman¹

2020

Preprint

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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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Preparing Future Physicians to Care for LGBT Patients: A Medical School Curriculum

Cited by 23 publications

References 0 publications

The Case of Sean Smith: A Three-Part Interactive Module on Transgender Health for Second-Year Medical Students

The Case of Sean Smith: A Three-Part Interactive Module on Transgender Health for Second-Year Medical Students

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

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