Original Publication
Open Access

Cultural Humility with Lesbian, Gay, Bisexual, and Transgender Populations: A Novel Curriculum in LGBT Health for Clinical Medical Students

Published: September 12, 2013 | 10.15766/mep_2374-8265.9542

Included in this publication:

  • Cultural Humility with LGBT Populations Lecture Notes.pdf
  • Cultural Humility with LGBT Populations Lecture.pptx
  • Curriculum Aseessment.pdf
  • Curriculum Lesson Plan.pdf
  • Instructor's Guide.pdf
  • LGBT Panel Sample Question Prompts.pdf
  • Needs Assessment.pdf
  • References Resources Glossary.pdf

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

Lesbian, gay, bisexual, and transgender (LGBT) individuals encounter documented health disparities in the United States, perpetuated in part by limited LGBT-related content in medical education curricula. This 2-hour curriculum in LGBT health and cultural humility for clinical medical students is a response to these documented curricular deficits and health disparities. This curriculum includes precurricular readings, a 1-hour didactic lecture, and a 1-hour panel of LGBT-identified individuals that is followed by an interactive question-and-answer session and public discussion. Pre- and postcurriculum surveys were conducted to determine if this LGBT curricular intervention led to short-term changes in clinical medical students’ experiences, attitudes, and knowledge with respect to LGBT patient populations. Of the 11 medical knowledge questions, the mean precurriculum score was 6.6 correct answers, and the mean postcurriculum score was 8.6 correct answers. These results indicate that although students had limited prior clinical experience with LGBT patients and despite the small sample size, this curriculum led to robust and statistically significant increases in medical knowledge and positive shifts in attitudes with respect to LGBT populations.


Educational Objectives

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

  1. Describe aspects of human sexuality and gender, including sexual orientation, gender identity, and sexual and gender expression.
  2. Recognize and describe appropriate terminology related to lesbian, gay, bisexual, and transgender (LGBT) populations.
  3. Identify health care disparities affecting LGBT populations, as well as resulting specific health care needs.
  4. List strategies for creating a safe and welcoming clinical environment for LGBT patients.
  5. Engage with principles of cultural humility by examining biases, assumptions, and privileges that impact the provider-patient dyad.

Author Information

  • Hilary Grubb: Columbia University College of Physicians and Surgeons
  • Hilda Hutcherson: Columbia University College of Physicians and Surgeons
  • Jonathan Amiel: Columbia University College of Physicians and Surgeons
  • Jane Bogart: Columbia University College of Physicians and Surgeons
  • Justin Laird: Columbia University College of Physicians and Surgeons

Disclosures
None to report.

Funding/Support
None to report. 


References

  1. Committee on Lesbian, Gay, Bisexual, and Transgender Health Issues and Research Gaps and Opportunities; Board on the Health of Select Populations; Institute of Medicine: The Health of Lesbian, Gay, Bisexual, and Transgender People: Building a Foundation for Better Understanding. Washington, DC: Institute of Medicine; 2011. http://dx.doi.org/10.5860/choice.49-2699
  2. Makadon HJ, Mayer KH, Potter J, Goldhammer H. The Fenway Guide to Lesbian, Gay, Bisexual, and Transgender Health. Philadelphia, PA: American College of Physicians; 2008.
  3. Association of American Medical Colleges. Joint AAMC-GSA and AAMC-OSR Recommendations Regarding Institutional Programs and Educational Activities to Address the Needs of Gay, Lesbian, Bisexual and Transgender (GLBT) Students and Patients. Washington, DC: Association of American Medical Colleges; 2007.
  4. American Medical Association. Policy 160-991. Health care needs of gay men and lesbians in the U.S. In AMA Policy Compendium (pp. 148-9). Chicago: American Medical Association, 1995. http://dx.doi.org/10.1001/jama.1996.03530410068036
  5. 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. http://dx.doi.org/10.1001/jama.2011.1255
  6. Lambda Legal. When Healthcare Isn’t Caring: Lambda Legal’s Survey of Discriminations Against LGBT People and People Living with HIV. New York: Lambda Legal, 2010.
  7. Chang, ES, Simon M, Dong, X. Integrating cultural humility into health care professional education and training. Adv Health Sci Educ Theory Prac. 2012;17(2):269-78. http://dx.doi.org/10.1007/s10459-010-9264-1
  8. Butler, PD et al. Integrating cultural competency and humility into clinical clerkships: Surgery as a model. Journal of Surgical Education. 2011;68(3): 222-30. http://dx.doi.org/10.1016/j.jsurg.2011.01.002
  9. Juarez, JA. Bridging the gap: A curriculum to teach residents cultural humility. Fam Med. 2006;38(2):98-102.
  10. Tervalon M and Murray-Garcia J. Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. Journal of Health Care for the Poor and Underserved. 1998;9(2): 117-125. http://dx.doi.org/10.1353/hpu.2010.0233
  11. Kelley L, et al. A critical intervention in lesbian, gay, bisexual, and transgender health: knowledge and attitude outcomes among second-year medical students. Teach Learn Med. 2008;20(3): 248–253. http://dx.doi.org/10.1080/10401330802199567
  12. Sanchez NF, et al. Medical students' ability to care for lesbian, gay, bisexual, and transgendered patients. Fam Med. 2006;38(1): 21–27.
  13. Mirzayi, C, Yip, C, Helmke, S, Maniaci, R, Antebi, N. Columbia University Medical Center Gender and Sexuality Climate and Curriculum Survey. Data presented at Columbia University Medial Center Gender and Sexuality Conference. January 29, 2013.
  14. http://www.lgbthealtheducation.org/training/learning-modules/. Accessed March 4, 2013.
  15. Mehringer J, Bacon E, Cizek S, Kanters A, Fennimore T. Preparing Future Physicians to Care for LGBT Patients: A Medical School Curriculum. MedEdPORTAL; 2013. Available from: www.mededportal.org/publication/9342. Retrieved April 8, 2013.


Citation

Grubb H, Hutcherson H, Amiel J, Bogart J, Laird J. Cultural humility with lesbian, gay, bisexual, and transgender populations: a novel curriculum in LGBT health for clinical medical students. MedEdPORTAL. 2013;9:9542. https://doi.org/10.15766/mep_2374-8265.9542