Training to reduce LGBTQ-related bias among medical, nursing, and dental students and providers: a systematic review

Morris, Matthew C.; Cooper, Robert L.; Ramesh, Aramandla; Tabatabai, Mohammad; Arcury, Thomas A.; Shinn, Marybeth; Im, Wansoo; Juárez, Paul D.; Matthews-Juarez, Patricia

doi:10.1186/s12909-019-1727-3

Cited by 220 publications

(196 citation statements)

References 78 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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“…LGBT curricular education are important factors for healthcare professional students' cultural competency. This finding is akin to the few studies that have shown that curricular education can be effective in ameliorating LGBT-specific attitudes, preparedness, and knowledge among dental, [18] medical, [7,8] and pharmacy [19,20] students. As such, both local and national educational initiatives should advocate for these experiential variables.…”

Section: Plos Onementioning

confidence: 67%

“…To our knowledge, this study presents the first multicenter, multidisciplinary assessment of multiple healthcare professional students' levels of LGBT cultural competency. Over the past decade, there has been momentum supported by evidence [6,7] to increase LGBT healthcare education. Obedin-Maliver et al's [15] and Hillenburg et al's [16] comprehensive studies of 176 medical schools and 32 dental schools, respectively, revealed the sparse LGBT education that students across the nation receive.…”

Section: Discussionmentioning

confidence: 99%

“…LGBT people. [6][7][8] However, there remain significant implicit and explicit biases and varying levels of preparedness among healthcare professional students. [9,10] This gap in LGBT cultural competency is likely a result of the novel and nonobligatory nature of current LGBT educational initiatives as well as the variability of these methods with regard to patient exposure, curricular hours, and curricular content.…”

Section: Introductionmentioning

confidence: 99%

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A multicenter, multidisciplinary evaluation of 1701 healthcare professional students’ LGBT cultural competency: Comparisons between dental, medical, occupational therapy, pharmacy, physical therapy, physician assistant, and social work students

2020

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Background Efforts to characterize healthcare professional students' lesbian, gay, bisexual, and transgender (LGBT) cultural competency are necessary to recommend educational initiatives. Very few studies have evaluated LGBT cultural competency across multiple healthcare disciplines, and no known studies have included students of other healthcare disciplines such as occupational therapy, pharmacy, physical therapy, and physician assistant. Methods Healthcare professional students (N = 1701) at three universities across the United States completed a survey consisting of demographics, experiential variables (i.e., LGBT patients and LGBT curricular hours), and the 7-point Likert LGBT-Development of Clinical Skills Scale (LGBT-DOCSS). LGBT-DOCSS scores, annual LGBT patients, and annual LGBT curricular hours were compared across healthcare disciplines. Results While students reported very high Attitudinal Awareness (M = 6.48, SD = 0.92), they endorsed moderate Basic Knowledge (M = 5.54, SD = 1.16) and low Clinical Preparedness (M = 3.78, SD = 1.28). After controlling for several demographic and experiential variables, there were significant differences among healthcare disciplines on LGBT-DOCSS scores, with social work students reporting the highest on all scores, and dental students reporting the lowest on all scores except Clinical Preparedness. There were also significant differences among healthcare disciplines on annual LGBT patients [mean range: 0.57 (dental) to

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“…LGBT+ (Loira et al, 2019;Braun, Ramirez, Zahner, Gillis-buck, Sheriff, & Ferrone, 2017;Morris et al, 2019;Zelin et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Relato de experiência do Simpósio Invisibilidades em saúde da comunidade LGBT+: reflexões na educação médica

Santos

Montovani

Lopes

et al. 2020

RSD

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Objective: To report the experience of the 1st Symposium on Health Invisibilities of the LGBT+ (Lesbians, Gays, Bisexuals and Transgenders) community, its reflections and implications for medical education. Methodology: This is a descriptive study of an experience report about a symposium held at the State University of Rio de Janeiro (UERJ), carried out by six members of the Humanities Department of the academic center of the medical course, on “Invisibilities in LGBT+ Community Health”. For the evaluation of the curriculum, a semi-structured questionnaire was applied to the students of the institution, which demonstrated the little LGBT + approach in medical training. Conversation circles were then developed to discuss the vulnerabilities of this community with academics, as a means of acquiring knowledge on the topic. With this, broad subjects of discussion arose that fostered the creation of the symposium as a teaching-learning method. Results: This event consisted of two tables: (1) Invisibilities and Silences of the LGBT+ Community, discussing social issues and the construction of being a doctor for the LGBT + medical student and (2) LGBT+ Community and the Right to Health, which included the health challenges experienced by the LGBT+ community. Comprehensive topics were discussed by a multiprofessional team of LGBT+ specialists and students, promoting knowledge for students and the external community, bringing also reflection to the institution's coordinators on the approach to LGBT+ content in the curriculum. Conclusion: The symposium stood out as a powerful pedagogical strategy allowing students to get in touch with the specificities of LGBT+ populations and opened the way for addressing the theme in medical education.

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Training to reduce LGBTQ-related bias among medical, nursing, and dental students and providers: a systematic review

Cited by 220 publications

References 78 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

A multicenter, multidisciplinary evaluation of 1701 healthcare professional students’ LGBT cultural competency: Comparisons between dental, medical, occupational therapy, pharmacy, physical therapy, physician assistant, and social work students

Relato de experiência do Simpósio Invisibilidades em saúde da comunidade LGBT+: reflexões na educação médica

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