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Author Notes:

Matthew S. Minturn, Email: matthew.minturn@caunschutz.edu

Rita S. Lee, MD (University of Colorado), donated instructional time and resources throughout the course and provided financial support for working with standardized patients. Natalie Nokoff, MD (University of Colorado), donated instructional time and materials throughout the project. Daniel Reirden, MD (University of Colorado), donated instructional time and materials during early parts of this project

Kirsten Broadfoot, PhD, and the Center for Advancing Professional Excellence at the University of Colorado provided standardized patients and support for working with standardized patients throughout this project. The Gender Identity Center of Colorado and the GLBT Community Center of Colorado provided access to staff and community members for panel discussions throughout the project. The following individuals at the University of Colorado also provided support or resources during the design and implementation of this project: Austin Butterfield, MD, Robin Christian, MD, Michele Doucette, PhD, Philipp Hannan, MD, Tai Lockspeiser, MD, Steve Lowenstein, MD, Carrie Myers, and Rachel Sewell, MD.

Subjects:

Research Funding:

None to report.

Keywords:

  • Case-Based Learning
  • Diversity
  • Editor's Choice
  • Gender Identity
  • Health Equity
  • Human Sexuality
  • Inclusion
  • LGBT Health
  • LGBT Terminology
  • LGBTQ
  • LGBTQ+
  • Primary Care
  • Sexual and Gender Minority
  • Transgender
  • Canada
  • Curriculum
  • Female
  • Health Occupations
  • Humans
  • Sexual and Gender Minorities
  • Students, Medical

Early Intervention for LGBTQ Health: A 10-Hour Curriculum for Preclinical Health Professions Students

Tools:

Journal Title:

MedEdPORTAL : the journal of teaching and learning resources

Volume:

Volume 17

Publisher:

, Pages 11072-11072

Type of Work:

Article | Final Publisher PDF

Abstract:

Introduction: Individuals who identify as lesbian, gay, bisexual, transgender, or queer (LGBTQ) face significant health disparities and barriers to accessing care. Patients have reported provider lack of knowledge as one of the key barriers to culturally responsive, clinically competent care. Many US and Canadian medical schools still offer few curricular hours dedicated to LGBTQ-related topics, and medical students continue to feel unprepared to care for LGBTQ patients. Methods: We developed a 10-hour LGBTQ health curriculum for preclinical medical and physician assistant students. The curriculum included lectures and case-based small-group discussions covering LGBTQ terminology, inclusive sexual history taking, primary care and health maintenance, and transition-related care. It also included a panel discussion with LGBTQ community members and a small-group practice session with standardized patients. Students were surveyed before and after completing the curriculum to assess for increases in confidence and knowledge related to LGBTQ-specific care. Results: Forty first- and second-year medical students completed the sessions and provided valid responses on pre- and postcourse surveys. Nearly all students initially felt unprepared to sensitively elicit information, summarize special health needs and primary care recommendations, and identify community resources for LGBTQ individuals. There was significant improvement in students' confidence in meeting these objectives after completion of the five sessions. Knowledge of LGBTQ health issues increased minimally, but there was a significant increase in knowledge of LGBTQ-related terminology. Discussion: Our 10-hour LGBTQ health curriculum was effective at improving medical students' self-confidence in working with LGBTQ patients but was less effective at increasing LGBTQ-related medical knowledge.

Copyright information:

© 2021 Minturn et al.

This is an Open Access work distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (https://creativecommons.org/licenses/by-nc/4.0/rdf).
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