A Curriculum for Educating Residents to Care for LGBTQ Youth

Lurie, Brian

doi:10.1016/j.acap.2016.05.015

Cited by 5 publications

(2 citation statements)

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“…33 Fortunately, providing clinicians with LGBTQ-specific training enhances their comfort and knowledge to work with sexual minority youth. 34 Thus, medical educators are encouraged to enhance their curricula in this area, 32 and clinicians in practice are encouraged to engage in continuing medical education (eg, Fenway Guide to Lesbian, Gay, Bisexual, and Transgender Health 35 ).…”

Section: Discussionmentioning

confidence: 99%

Nonsuicidal Self-Injury and Suicidality Among Sexual Minority Youth: Risk Factors and Protective Connectedness Factors

Taliaferro

Muehlenkamp

2017

Academic Pediatrics

103

111

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Section: Discussionmentioning

confidence: 99%

Nonsuicidal Self-Injury and Suicidality Among Sexual Minority Youth: Risk Factors and Protective Connectedness Factors

Taliaferro

Muehlenkamp

2017

Academic Pediatrics

103

111

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“… 46 Online modules also represent a teaching method that could be effectively implemented within medical school curricula on LGBQ health. 22 Interactive online medical education modules have shown similar effects for learning and may better facilitate the application of knowledge than traditional lectures. 47 …”

Section: Discussionmentioning

confidence: 99%

Perspectives on inadequate preparation and training priorities for physicians working with sexual minority youth

et al. 2021

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Objectives: To understand pediatric and family medicine residents' and practitioners' perceived ability to work with lesbian, gay, bisexual, and queer (LGBQ) youth, assessment of their prior educational experiences, and recommendations for medical training to better prepare physicians to provide quality care to this population. Methods: We conducted semi-structured individual interviews with 24 pediatric/family medicine residents (n=20) and practicing physicians (n=4) in the U.S. Recorded interviews were professionally transcribed. Data were analyzed using Grounded Theory and qualitative content analysis approaches. Results: Most physicians did not feel adequately prepared to provide quality care to LGBQ youth, and many who felt knowledgeable obtained their knowledge from on-the-job experiences of caring for LGBQ patients. Findings regarding physicians' recommendations for implementing a formal training program revealed three themes: (I) medical school training (implemented earlier in medical school within a structured program as part of the normal curriculum), (II) training content (LGBQ-specific health needs, self-awareness of implicit biases, interviewing techniques, and resources), and (III) training strategies (panels of LGBQ patients, role-playing/standardized patients, and online modules). Conclusions: Understanding physicians' assessment of abilities and recommendations for training improvements based on their experiences is important for advancing the quality of healthcare for LGBQ youth. Guidance came mostly from residents who recently completed medical school. Thus, their perspectives are especially useful to improve medical education and, ultimately, the care provided to LGBQ youth. Findings suggest a multi-pronged approach that offers several training modalities encompassing individual, intrapersonal, and institutional/systemic/community levels can improve medical school curricula on caring for LGBQ youth.

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Bridging the Gap in Graduate Medical Education: A Longitudinal Pediatric Lesbian, Gay, Bisexual, Transgender, Queer/Questioning Health Curriculum

Roth

Catallozzi

Soren

et al. 2021

Academic Pediatrics

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A Curriculum for Educating Residents to Care for LGBTQ Youth

Cited by 5 publications

References 0 publications

Nonsuicidal Self-Injury and Suicidality Among Sexual Minority Youth: Risk Factors and Protective Connectedness Factors

Nonsuicidal Self-Injury and Suicidality Among Sexual Minority Youth: Risk Factors and Protective Connectedness Factors

Perspectives on inadequate preparation and training priorities for physicians working with sexual minority youth

Bridging the Gap in Graduate Medical Education: A Longitudinal Pediatric Lesbian, Gay, Bisexual, Transgender, Queer/Questioning Health Curriculum

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