The Effectiveness of Using New Instructors to Teach an LGBT Ally Development Course

Ji, Peter; Haehnel, Alison Aguilar; Muñoz, Darlene Nava; Sodolka, Jason

doi:10.1080/10852352.2013.818492

Cited by 4 publications

(2 citation statements)

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“…It was purposely designed as a faculty development course that would simultaneously provide an introduction to LGBTQ+ health content and methods of teaching that content to trainees. Faculty development programs aimed at improving the teaching of queer health content are rarely described and are primarily found in the nursing literature [ 37 , 38 ]. However, Harvard Medical School recently published a comprehensive sexual and gender minority health curriculum for medical students that included an impressive faculty development plan; notably, they used web-based learning modules somewhat similar to our course [ 17 ].…”

Section: Discussionmentioning

confidence: 99%

Teaching LGBTQ+ Health, a Web-Based Faculty Development Course: Program Evaluation Study Using the RE-AIM Framework

Gisondi¹,

Keyes²,

Zucker³

et al. 2023

JMIR Med Educ

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Background Many health professions faculty members lack training on fundamental lesbian, gay, bisexual, transgender, and queer (LGBTQ+) health topics. Faculty development is needed to address knowledge gaps, improve teaching, and prepare students to competently care for the growing LGBTQ+ population. Objective We conducted a program evaluation of the massive open online course Teaching LGBTQ+ Health: A Faculty Development Course for Health Professions Educators from the Stanford School of Medicine. Our goal was to understand participant demographics, impact, and ongoing maintenance needs to inform decisions about updating the course. Methods We evaluated the course for the period from March 27, 2021, to February 24, 2023, guided by the RE-AIM (Reach, Effectiveness, Adoption, Implementation, and Maintenance) framework. We assessed impact using participation numbers, evidence of learning, and likelihood of practice change. Data included participant demographics, performance on a pre- and postcourse quiz, open-text entries throughout the course, continuing medical education (CME) credits awarded, and CME course evaluations. We analyzed demographics using descriptive statistics and pre- and postcourse quiz scores using a paired 2-tailed t test. We conducted a qualitative thematic analysis of open-text responses to prompts within the course and CME evaluation questions. Results Results were reported using the 5 framework domains. Regarding Reach, 1782 learners participated in the course, and 1516 (85.07%) accessed it through a main course website. Of the different types of participants, most were physicians (423/1516, 27.9%) and from outside the sponsoring institution and target audience (1452/1516, 95.78%). Regarding Effectiveness, the median change in test scores for the 38.1% (679/1782) of participants who completed both the pre- and postcourse tests was 3 out of 10 points, or a 30% improvement (P<.001). Themes identified from CME evaluations included LGBTQ+ health as a distinct domain, inclusivity in practices, and teaching LGBTQ+ health strategies. A minority of participants (237/1782, 13.3%) earned CME credits. Regarding Adoption, themes identified among responses to prompts in the course included LGBTQ+ health concepts and instructional strategies. Most participants strongly agreed with numerous positive statements about the course content, presentation, and likelihood of practice change. Regarding Implementation, the course cost US $57,000 to build and was intramurally funded through grants and subsidies. The course faculty spent an estimated 600 hours on the project, and educational technologists spent another 712 hours. Regarding Maintenance, much of the course is evergreen, and ongoing oversight and quality assurance require minimal faculty time. New content will likely include modules on transgender health and gender-affirming care. Conclusions Teaching LGBTQ+ Health improved participants’ knowledge of fundamental queer health topics. Overall participation has been modest to date. Most participants indicated an intention to change clinical or teaching practices. Maintenance costs are minimal. The web-based course will continue to be offered, and new content will likely be added.

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Section: Discussionmentioning

confidence: 99%

Teaching LGBTQ+ Health, a Web-Based Faculty Development Course: Program Evaluation Study Using the RE-AIM Framework

Gisondi¹,

Keyes²,

Zucker³

et al. 2023

JMIR Med Educ

View full text Add to dashboard Cite

show abstract

“…In this regard, beyond national level policies, the creation of community support and educational programs (Ji, Haehnel, Muñoz, & Sodolka, 2013;Mallon, 2007) not only for LGB individuals but also for their parents, could represent an important step to guarantee their psychological well-being and enhance their intergenerational relationships. In addition, the promotion of other social support networks (e.g.…”

Section: Discussionmentioning

confidence: 99%

How does sexual orientation influence intergenerational family solidarity? An exploratory study

Leal

Gato

Coimbra

2019

Journal of Prevention & Intervention in the Community

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In the present cross-sectional study, we used a self-report online survey to assess the perceptions of intergenerational solidarity among sexual minority (lesbians, gay men, and bisexuals) (n ¼ 239) and heterosexual (n ¼ 291) childless adults from Portugal. Gender differences were also explored among sexual minority individuals, regarding their perceptions of received solidarity both from their mothers and fathers. Although sexual orientation had a minor impact on most of the assessed dimensions, compared to heterosexuals, sexual minority participants reported lower levels of normative and affectual solidarity and higher levels of conflictual solidarity. In addition, sexual minority participants experienced higher levels of conflictual solidarity from their fathers compared to their mothers. Among sexual minority participants, women reported lower levels of received functional solidarity compared to men. Findings lend support to interventions to reduce discrimination and improve intergenerational relations among families with LGB adult children.

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Ethical Issues Regarding LGBT and Intersex Service Members

Howe

2017

Gay Mental Healthcare Providers and Patients in the Military

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The Effectiveness of Using New Instructors to Teach an LGBT Ally Development Course

Cited by 4 publications

References 1 publication

Teaching LGBTQ+ Health, a Web-Based Faculty Development Course: Program Evaluation Study Using the RE-AIM Framework

Teaching LGBTQ+ Health, a Web-Based Faculty Development Course: Program Evaluation Study Using the RE-AIM Framework

How does sexual orientation influence intergenerational family solidarity? An exploratory study

Ethical Issues Regarding LGBT and Intersex Service Members

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