An Analysis of the Presence and Composition of OutLists at United States, Canadian, and European Medical Institutions

Zelin, Nicole Sitkin; Solotke, Michael T.; Scott, Carter; Atienza-Carbonell, Beatriz; Fogas, Cristina; Skrzypczak, Jan; Starin, Rebeka; Tamburelli, F.; Ucar, Aykut; Pelzer, Benedikt W.

doi:10.1080/00918369.2019.1621554

Cited by 9 publications

(3 citation statements)

References 42 publications

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“…At the same time, an investment of congruous LGBT healthcare professionals to provide culturally competent care to patients of their own minority community presents an opportunity to better educate non-LGBT healthcare professionals. Given past evidence that contact with LGBT people leads to improved cultural competency, promotion of safe, welcoming spaces for LGBT healthcare professionals to increase LGBT visibility benefits non-LGBT healthcare professionals as well [ 23 ]. However, this opportune teaching and collaboration is often thwarted as many LGBT healthcare professionals fear disclosing their sexual identities and gender identities and perceive low levels of social support from their peers and within institutions [ 5 , 6 , 21 , 22 ].…”

Section: Discussionmentioning

confidence: 99%

Lesbian, gay, bisexual, and/or transgender (LGBT) cultural competency across the intersectionalities of gender identity, sexual orientation, and race among healthcare professionals

Nowaskie

Najam

2022

PLoS ONE

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Background There is some data regarding lesbian, gay, bisexual, and transgender (LGBT) cultural competency among healthcare professionals. While few studies have indicated differences in competency between heterosexual and sexual minority professionals, no known studies have assessed LGBT cultural competency among diverse groups with multiple minority identities. This study aimed to characterize healthcare professionals’ LGBT cultural competency by comparing twelve different demographically diverse healthcare professional groups based on gender identity, sexual orientation, and race. Methods Deidentified data (N = 2254) was aggregated from three independent studies (i.e., healthcare professional students, psychiatry residents, and dementia care providers). A series of multivariate analyses of covariance were conducted with groups (based on gender identity, sexual orientation, and race), other demographic variables as independent variables, and LGBT-Development of Clinical Skills Scale scores (Overall LGBT-DOCSS, Clinical Preparedness, Attitudinal Awareness, and Basic Knowledge) as dependent variables. Findings Compared to men, women reported significantly higher LGBT-DOCSS scores, except significantly lower Clinical Preparedness. Compared to cisgender, heterosexual professionals, cisgender, sexual minority professionals and gender minority professionals reported significantly higher LGBT-DOCSS scores. There were several other differences among groups, such as heterosexual, cisgender, White/Caucasian men reporting low LGBT-DOCSS scores but high Clinical Preparedness; heterosexual, cisgender, White/Caucasian women with high LGBT-DOCSS scores except Clinical Preparedness; heterosexual, racial minority professionals with low LGBT-DOCSS scores; and gender, sexual, and racial minority professionals with the highest LGBT-DOCSS scores. Conclusions There are subtle, yet important, differences in LGBT cultural competency among healthcare professionals. More diversity, intersectionality, and multiple minority identities appear to lead to higher competency. Appreciating these gender, sexual, and racial minority professionals’ unique perspectives may promote the development of better, more culturally affirming LGBT health education.

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Section: Discussionmentioning

confidence: 99%

Lesbian, gay, bisexual, and/or transgender (LGBT) cultural competency across the intersectionalities of gender identity, sexual orientation, and race among healthcare professionals

Nowaskie

Najam

2022

PLoS ONE

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“…It required all higher education institutions to include entrepreneurship courses to foster long-term commercial success Kedward et al [53]. As a result of well-established entrepreneurial education in Europe and North America, scholars have a vast library of pragmatic expertise [54]. Strategy, globalization, lifelong learning, nationalization, and systematization have evolved distinct tendencies in European and American entrepreneurial education.…”

Section: Nicholls Et Al (2015) [43]mentioning

confidence: 99%

The Disruptive Innovation and Entrepreneurship Education: The Literature Review and Current Practices

Indiran,

Fu,

Wiyata

et al. 2024

KSS

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Entrepreneurship education is changing dramatically due to rapid technological advancements and transformative business models. This study investigates the interactions and implications of existing frameworks and practices that link disruptive innovation with entrepreneurship education. The research employs a comprehensive literature review from 2019 to 2023, to synthesize detailed analyses for investigating the interplay of these concepts. Entrepreneurship education fosters the ability to recognize and capitalize on innovative opportunities, whereas disruptive innovation emphasizes value creation through norm-breaking when aligned with entrepreneurial principles. Effective entrepreneurship education can drive new businesses and revitalize existing ones by enabling individuals to capitalize on disruptive breakthroughs. However, incorporating disruptive innovation into courses is challenging. Traditional education may fail to capture the dynamic nature of disruptive innovation, and risk-averse academic environments may stifle experimentation. Innovative teaching methods that balance basic business concepts with disruptive thinking are essential. Finally, a new generation of entrepreneurs can be developed by combining disruptive innovation and entrepreneurship education. Individuals can capitalize on opportunities for economic growth by infusing programmers with disruptive principles. The study identifies five key components of convergence: (i) technology-enabled virtual learning environments (VLEs), (ii) online distance learning (ODL), (iii) digitalization in entrepreneurship education, (iv) competency-based education (CBE) that fosters Business Model Innovation, and (v) experience-based learning in entrepreneurial education. This paper examines the role of disruptive innovation in entrepreneurial education, proposing research directions and highlighting unresolved areas for investigation. Keywords: business model, disruptive innovation, entrepreneurship education, technology, online distance learning

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“…“Out Lists” and lesbian, gay, bisexual, transgender, and queer (LGBTQ) allyship lists of faculty in particular have gained traction by medical schools, but their prevalence remains low. 11 The scarcity of this resource may be rationalized by the aforementioned focus and resource allocation toward faculty-driven programming.…”

mentioning

confidence: 99%

Facilitating Identity Compatibility in Mentorships: Implications for Diversity in Medicine

Kaundinya

2021

Journal of Medical Education and Curricular Development

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Despite intentional efforts to improve diversity in medicine, there is pronounced underrepresentation of minority groups and non-disclosure of minority identities by medical students due to societal stigmas and fears of acceptance. One way that medical schools address this challenge in supporting diverse student backgrounds is by facilitating faculty mentorship programs with underrepresented minority (URM) students. These efforts are valuable, but they are unfortunately not available at all institutions and do not always allow URM students to engage in the process of choosing a mentor confidentially. Medical schools largely do not make self-reported information from faculty about their various identities and allyships available to medical students, which limits the resources that students have to independently forge these connections. Helping students form their own mentor-mentee relationships by making faculty demographics available can lead students to find individualized support across their medical training. Identity compatibility between students and their role models has shown to correlate with academic achievement and senses of belonging. Enforcing that all medical schools share the identities of faculty who choose to disclose this information with students will thus be helpful to further diversity as a continuous commitment in medical education.

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An Analysis of the Presence and Composition of OutLists at United States, Canadian, and European Medical Institutions

Cited by 9 publications

References 42 publications

Lesbian, gay, bisexual, and/or transgender (LGBT) cultural competency across the intersectionalities of gender identity, sexual orientation, and race among healthcare professionals

Lesbian, gay, bisexual, and/or transgender (LGBT) cultural competency across the intersectionalities of gender identity, sexual orientation, and race among healthcare professionals

The Disruptive Innovation and Entrepreneurship Education: The Literature Review and Current Practices

Facilitating Identity Compatibility in Mentorships: Implications for Diversity in Medicine

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