A Need for Greater Emphasis on 2SLGBTQIA+ Health Among Physiotherapists in Canada

Primeau, Codie A.; Vader, Kyle; Philpott, Holly T.; Xiong, Yijun

doi:10.3138/ptc-2021-0107-gee

Cited by 5 publications

(5 citation statements)

References 40 publications

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“…Currently, no specific standards have been outlined by the Canadian Council of Physiotherapy University Programs (CCPUP) for incorporating 2SLGBTQIA + health education and competency objectives in the Canadian physiotherapy curriculum [ 24 , 35 ]. Perhaps the first steps to improving 2SLGBTQIA + education and inclusivity in physiotherapy programs are to develop a set of competencies related to sex and gender diversity in the curriculum and evaluate how effectively they are implemented at the institutional level.…”

Section: Discussionmentioning

confidence: 99%

“…Negative outcomes and experiences for 2SLGBTQIA + persons in healthcare may reflect the education and social environments provided in physiotherapy programs. Recent calls to action have emphasized the importance of 2SLGBTQIA + health and inclusiveness education for physiotherapy practice and advocate for its inclusion in entry-level programs [ 23 , 24 ]. While 2SLGBTQIA + health education has been recently studied in physiotherapy programs internationally [ 25 – 27 ], it has yet to be evaluated in Canada, and no studies have evaluated 2SLGBTQIA + inclusiveness, specifically, in these programs.…”

Section: Introductionmentioning

confidence: 99%

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Students’ attitudes, beliefs and perceptions surrounding 2SLGBTQIA + health education and inclusiveness in Canadian physiotherapy programs

Primeau,

Philpott,

Vader

et al. 2023

BMC Public Health

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Background Patients who identify as 2SLGBTQIA + report negative experiences with physiotherapy. The objectives were to evaluate student attitudes, beliefs and perceptions related to 2SLGBTQIA + health education and working with individuals who identify as 2SLGBTQIA + in entry-level physiotherapy programs in Canada and to evaluate physiotherapy program inclusiveness towards 2SLGBTQIA + persons. Methods We completed a nationwide, cross-sectional survey of physiotherapy students from Canadian institutions. We recruited students via email and social media from August-December 2021. Frequency results are presented with percentages. Logistic regression models (odds ratios [OR], 95%CI) were used to evaluate associations between demographics and training hours with feelings of preparedness and perceived program 2SLGBTQIA + inclusiveness. Results We obtained 150 survey responses (mean age = 25 years [range = 20 to 37]) from students where 35 (23%) self-identified as 2SLGBTQIA + . While most students (≥ 95%) showed positive attitudes towards working with 2SLGBTQIA + patients, only 20 students (13%) believed their physiotherapy program provided sufficient knowledge about 2SLGBTQIA + health and inclusiveness. Students believed more 2SLGBTQIA + training is needed (n = 137; 92%), believed training should be mandatory (n = 141; 94%) and were willing to engage in more training (n = 138; 92%). Around half believed their physiotherapy program (n = 80, 54%) and clinical placements (n = 75, 50%) were 2SLGBTQIA + -inclusive and their program instructors (n = 69, 46%) and clinical instructors (n = 47, 31%) used sex/gender-inclusive language. Discrimination towards 2SLGBTQIA + persons was witnessed 56 times by students and most (n = 136; 91%) reported at least one barrier to confronting these behaviours. Older students (OR = 0.89 [0.79 to 0.99]), individuals assigned female at birth (OR = 0.34 [0.15 to 0.77]), and students self-identifying as 2SLGBTQIA + (OR = 0.38 [0.15 to 0.94]) were less likely to believe their program was 2SLGBTQIA + inclusive. Older students (OR = 0.85 [0.76 to 0.94]) and 2SLGBTQIA + students (OR = 0.42 [0.23 to 0.76]) felt the same about their placements. Students who reported > 10 h of 2SLGBTQIA + training were more likely to believe their program was inclusive (OR = 3.18 [1.66 to 6.09]). Conclusions Entry-level physiotherapy students in Canada show positive attitudes towards working with 2SLGBTQIA + persons but believe exposure to 2SLGBTQIA + health and inclusiveness is insufficient in their physiotherapy programs. This suggests greater attention dedicated to 2SLGBTQIA + health would be valued.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Students’ attitudes, beliefs and perceptions surrounding 2SLGBTQIA + health education and inclusiveness in Canadian physiotherapy programs

Primeau,

Philpott,

Vader

et al. 2023

BMC Public Health

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“…at PDs recognized the importance of, and indicated a desire to improve, the inclusion of LGBTQIA+ specific content in physical therapy curricula is a positive step toward developing a future workforce who is more confident and capable of reflective practice. As research is progressing, key concepts about physical therapy relevant to LGBTQIA+ communities are being highlighted 14,17,18,20,23,26,27 and will continue to inform core competencies and best practice guidelines to build on current LGBTQIA+ curricula. Ensuring this broader body of research informs curricula should also alleviate concerns about lack of faculty confidence and experience to provide high-quality, authentic, and relevant content on LGBTQIA+ health.…”

Section: Discussionmentioning

confidence: 99%

“…Existing evidence advocates strongly for the relevance and importance of LGBTQIA+ specific knowledge in physical therapy education and practice. 14,18,20,22,26,27 e majority (87%) of PDs supported the inclusion of LGBTQIA+ content in physical therapy curricula in the hope of ensuring "safe, equitable access to care" for all. As social acceptance and the visibility of diverse identities and sexual orientations increase, physical therapists must be equipped to work sensitively with these communities, and the curriculum needs to evolve to meet these contemporaneous expectations.…”

Section: Discussionmentioning

confidence: 99%

“…ere have been calls to address the LGBTQIA+ health content included in physical therapy programs. 17,18 In the United States and the United Kingdom, studies have demonstrated that inclusion of LGBTQIA+ content in entry-level curricula is lacking. For example, in the United States, only 50% of physical therapy programs included LGBTQIA+ education content in their curricula, averaging a total of 1-2 hours over an entire program of study.…”

Section: Review Of Literaturementioning

confidence: 99%

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Inclusion of Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, Asexual, and Other Related Identities Content in Australian Physical Therapy Curricula: Perceived Barriers and Priorities for Inclusive Education

Ross,

McPherson,

Walters

et al. 2023

JOPTE

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Introduction. Providing culturally responsive, patient-centered care is crucial for ensuring safe and positive health care experiences for individuals with diverse gender identities and sexual orientations. Doing so requires adequate training and knowledge of the health professionals involved in those health care experiences. Review of Literature. Individuals identifying as lesbian, gay, bisexual, transgender, queer, intersex, asexual, and other related identities (LGBTQIA+) experience significant barriers to health and positive health care experiences. In physical therapy, research has identified that individuals who identify as LGBTQIA+ experience discrimination, discomfort, and lack of practitioner knowledge about health needs. The aim of this study was to determine how, and to what extent, content related to LGBTQIA+ individuals is included in Australian physical therapy curricula as well as perceived barriers to inclusion. Subjects. Physical therapy program directors (PDs) as of January 2022 for all Australian universities that deliver physical therapy programs (n = 24). Methods. A Qualtrics survey was emailed to PDs to collect quantitative and qualitative data regarding the inclusion and mode of delivery of LGBTQIA+ content, as well as the perceived importance, and barriers to inclusion, of LGBTQIA+ curricula. Results. Twenty-four (100%) universities (PD or proxy) responded to the survey. More than 62% (15/24) of PDs reported that their programs included LGBTQIA+ content with 88% (21/24), indicating that LGBTQIA+ content is relevant to the physical therapy curriculum. Time devoted to LGBTQIA+ content ranged from 0 to 6 (median 2–4) hours across any year, delivered primarily in general or foundational courses (37%). Perceived lack of trained faculty (14/22; 64%) and time (13/22; 59%) were barriers to the integration of LGBTQIA+ specific content into the curriculum. Discussion. Our results indicate that the physical therapy curriculum may be contributing to ongoing negative experiences of individuals identifying as LGBTQIA+ with physical therapy encounters. Although most (87%) physical therapy program leaders in Australia believe that LGBTQIA+ specific content is relevant to the training of new graduates, content is included in only 62% of curricula. Perceived barriers to inclusion of LGBTQIA+ specific curriculum were a lack of time and appropriately trained faculty. Externally developed content is available to address limited expertise within programs, but faculty may require guidance on how to overcome perceived lack of time (ie, space in the curriculum). Conclusion. Most Australian physical therapy programs include LGBTQIA+ content to a limited extent in their curricula, indicating a lack of perceived importance relative to other topics. In this way, Australian universities are maintaining the pervasive heteronormativity of the physical therapy profession and are complicit in the ongoing health disparities between the LGBTQIA+ and heteronormative communities.

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Physiotherapists vary in their knowledge of and approach to working with patients who are LGBTQIA+: a qualitative study

Ross¹,

Setchell²

2023

Journal of Physiotherapy

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A Need for Greater Emphasis on 2SLGBTQIA+ Health Among Physiotherapists in Canada

Cited by 5 publications

References 40 publications

Students’ attitudes, beliefs and perceptions surrounding 2SLGBTQIA + health education and inclusiveness in Canadian physiotherapy programs

Students’ attitudes, beliefs and perceptions surrounding 2SLGBTQIA + health education and inclusiveness in Canadian physiotherapy programs

Inclusion of Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, Asexual, and Other Related Identities Content in Australian Physical Therapy Curricula: Perceived Barriers and Priorities for Inclusive Education

Physiotherapists vary in their knowledge of and approach to working with patients who are LGBTQIA+: a qualitative study

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