Original Publication
Open Access

LGBTQI* Defined: An Introduction to Understanding and Caring for the Queer Community

Published: September 3, 2015 | 10.15766/mep_2374-8265.10189

Included in this publication:

  • Instructor's Guide_LGBTQI.pdf
  • Presentation Notes_LGBTQI.pdf
  • Activity Guide 1_LGBTQI.pdf
  • Activity Guide 2_LGBTQI.pdf
  • Activity 2 Worksheet_LGBTQI.pdf
  • LGBTQI Defined_2hr.pptx
  • LGBTQI Defined_45min.pptx
  • Evaluation 45min_LGBTQI.docx
  • Evaluation 2hr_LGBTQI.docx

To view all publication components, extract (i.e., unzip) them from the downloaded .zip file.


Editor's Note: This publication predates our implementation of the Educational Summary Report in 2016 and thus displays a different format than newer publications.

Abstract

Introduction: LGBTQI* Defined: An Introduction to Understanding and Caring for the Queer Community was designed to improve the quality of care provided to the LGBTQI* community by educating health care professionals about the complexities of queer culture. The curriculum uniquely and interactively deconstructs sex, gender, and sexual orientation as separately experienced entities comprising an individual’s identity. This innovative approach to teaching a challenging topic allows learners to discover a deeper understanding of their own identities while developing greater empathy for LGBTQI*-identified people. Additionally, the curriculum defines other terminology and identities relevant to the LGBTQI* population. Finally, “LGBTQI* Defined” provides learners with institutional considerations and specific clinical recommendations and techniques to help providers care for their future LGBTQI*-identified patients with compassion and cultural sensitivity. Methods: The module includes PowerPoint presentations, activity guides, and evaluations. Positive evaluations have been collected from the presentations given at Mayo Clinic. Results: Of the learners who have completed evaluations, 99% (n = 110) rated the overall value (relevance to their professions) of the curriculum as “very good” or “excellent,” and 98% (n = 87) rated the overall quality (effectiveness of curriculum) as “very good” or “excellent.” Ninety-nine percent (n = 92) “agreed” or “strongly agreed” that the five learning objectives were successfully met. Discussion: Specific learner feedback supports the interactive and didactic elements of the curriculum and the importance of delivering LGBTQI healthcare-related education to providers.


Educational Objectives

By the end of this curriculum, learners will be able to:

  1. Define sex, sex development, gender, gender identity, gender expression, and sexual orientation.
  2. Compare and contrast masculinity and femininity on the gender spectrum with an interactive activity.
  3. Define common labels used to describe sex development, gender identity, and sexual orientation.
  4. Analyze personal identity as it relates to sex, gender, and sexual orientation with a spectrum charting activity.
  5. Discuss strategies to implement techniques to minimize barriers to culturally competent care for LGBTQI* patients at both the institutional and clinical levels.

Author Information

  • Joseph Gallego: Mayo Clinic
  • John Knudsen, MD: Mayo Clinic

Disclosures
None to report.

Funding/Support
None to report.


References

  1. Erickson-Schroth, L. (Ed.). (2014). Trans bodies, trans selves: A resource for the transgender community. New York, NY: Oxford University Press.
  2. Makadon, H. J., Mayer, K. H., Potter, J., & Goldhammer, H. (Eds.). (2015). The Fenway guide to lesbian, gay, bisexual, and transgender health (2nd ed.). Philadelphia, PA: American College of Physicians.
  3. Lambda Legal. (2010). When health care isn’t caring: Lambda Legal’s survey of discrimination against LGBT people and people with HIV. New York, NY: Author. Retrieved July 15, 2015, from http://www.lambdalegal.org/publications/when-health‐care‐isnt‐caring
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  5. Institute of Medicine. (2011). The health of lesbian, gay, bisexual, and transgender people: Building a foundation for better understanding. Washington, DC: National Academies Press. Retrieved July 15, 2015, from http://iom.nationalacademies.org/Reports/2011/The‐Health-of‐Lesbian-Gay‐Bisexual-and-Transgender-People.aspx
  6. Liddle, B. J., Luzzo, D. A., Hauenstein, A. L., & Schuck, K. (2004). Construction and validation of the Lesbian, Gay, Bisexual, and Transgendered [sic] Climate Inventory. Journal of Career Assessment, 12, 33-50. doi:10.1177/1069072703257722
  7. American Psychological Association of Graduate Students Committee on LGBT Concerns. (2010). APAGS-CLGBTC climate guide for LGBT and allied students and professionals. Retrieved July 15, 2015, from http://www.apa.org/apags/resources/
  8. Rankin, S.R. (2003). Campus climate for gay, lesbian, bisexual, and transgender people: A national perspective. Retrieved July 15, 2015, from http://www.thetaskforce.org/downloads/reports/reports/CampusClimate.pdf



Citation

Gallego J, Knudsen J. LGBTQI* defined: an introduction to understanding and caring for the queer community. MedEdPORTAL. 2015;11:10189. https://doi.org/10.15766/mep_2374-8265.10189