Interprofessional LGBT Health Equity Education for Early Learners

Publication ID Published Volume
10551 March 10, 2017 13

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Abstract

Introduction: The eQuality project at the University of Louisville aims to train future physicians to deliver equitable quality care for all people by creating an integrated educational model utilizing the competencies identified in the AAMC’s Implementing Curricular and Institutional Climate Changes to Improve Health Care for Individuals Who Are LGBT, Gender Nonconforming, or Born With DSD. This foundational interprofessional health equity session for early learners addresses knowledge and attitude milestones relating to interprofessional collaboration, professionalism, and systems-based practice competencies for lesbian, gay, bisexual, and transgender (LGBT) populations. Methods: First-year medical students were assigned to interprofessional teams of approximately 10 health sciences students each. Students participated in a 75-minute session utilizing a group case study activity, including a systems lecture exploring social determinants and community resources related to LGBT health. Students collaboratively discussed the case and recorded strategies for optimal patient care. The Readiness for Interprofessional Learning Scale and health disparities attitudes and knowledge scales were administered pre-/postsession. Results: One hundred fifty-eight first-year medical students participated in the session. Posttest scores reflected an improvement for all disparities knowledge items (p < .001), and an increased interest in working with other health professions students on future projects (p < .001). Changes in attitudes toward systemic and social factors affecting health were also observed. However, content analysis of worksheets revealed that only 36% of teams identified specific action steps for the case scenarios. Discussion: This session was effective in improving knowledge and attitudes related to LGBT health equity and interprofessional education.

Citation

Leslie KF, Steinbock S, Simpson R, Jones VF, Sawning S. Interprofessional LGBT health equity education for early learners. MedEdPORTAL Publications. 2017;13:10551. https://doi.org/10.15766/mep_2374-8265.10551

Educational Objectives

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

  1. Recognize factors that contribute to the health status of lesbian, gay, bisexual, and transgender (LGBT) individuals or populations.
  2. Identify community resources that support LGBT patients and their families during difficult social conditions and crises.
  3. Describe the roles of other health professionals in caring for LGBT populations through shared learning.

Keywords

  • LGBT Health, Sexual Minorities, Interprofessional Education, Interprofessional Relations, Health Equity, Nephritis, Hereditary, Health Services for Transgender Persons

References

  1. AAMC Advisory Committee on Sexual Orientation, Gender Identity, and Sex Development. Professional competency objectives to improve health care for people who are or may be LGBT, gender nonconforming, and/or born with DSD. In: Hollenbach AD, Eckstrand KL, Dreger A, eds. Implementing Curricular and Institutional Climate Changes to Improve Health Care for Individuals Who Are LGBT, Gender Nonconforming, or Born With DSD: A Resource for Medical Educators. Washington, DC: Association of American Medical Colleges; 2014:54-61.
  2. Advancing interprofessional LGBT and DSD health care. Association of American Medical Colleges Web site. https://www.aamc.org/initiatives/diversity/470476/advinterprolgbtanddsdhc.html. Published October 2016.
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  11. Obedin-Maliver J, Goldsmith ES, Stewart L, et al. Lesbian, gay, bisexual, and transgender–related content in undergraduate medical education. JAMA. 2011;306(9):971-977. https://doi.org/10.1001/jama.2011.1255
  12. Parsell G, Bligh J. The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS). Med Educ. 1999;33(2):95-100. https://doi.org/10.1046/j.1365-2923.1999.00298.x
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ISSN 2374-8265