An evaluation of lesbian, gay, bisexual, and transgender (LGBT) health education in pharmacy school curricula

Mandap, Madalene; Carrillo, S.; Youmans, Sharon L.

doi:10.1016/j.cptl.2014.08.001

Cited by 33 publications

(38 citation statements)

References 17 publications

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“…A study conducted by Mandap and colleagues 8 aimed to describe the extent to which LGBT topics are covered in pharmacy school curricula. From November 2011 to January 2012, curriculum deans (or equivalent) from US schools of pharmacy were invited to report the amount of LGBT health content taught in their respective schools using a 14-item questionnaire.…”

Section: Resultsmentioning

confidence: 99%

“…From November 2011 to January 2012, curriculum deans (or equivalent) from US schools of pharmacy were invited to report the amount of LGBT health content taught in their respective schools using a 14-item questionnaire. 8 Out of 125 invited schools, 28 responded to the survey, and only 14% of respondents claimed good or very good coverage of LGBT content. Fifty-four percent of participants reported no coverage of LGBT health content in required didactic courses, and 68% reported no coverage in experiential courses.…”

Section: Resultsmentioning

confidence: 99%

“…Fifty-four percent of participants reported no coverage of LGBT health content in required didactic courses, and 68% reported no coverage in experiential courses. 8 When LGBT health content was present, the preponderance of topics covered were human immunodeficiency virus (71%) and/or sexually transmitted infections (non-human immunodeficiency virus; 46%) in LGBT people. Overall, resources for faculty development for teaching LGBT health content were very low (18%).…”

Section: Resultsmentioning

confidence: 99%

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The current status of transgender health education in doctor of pharmacy curricula in North America

Wilkening

2017

Mental Health Clinician

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Doctor of pharmacy programs across the country strive to prepare culturally competent pharmacy professionals who are trained to provide compassionate and evidence-based care to a variety of patients. Within the Accreditation Council for Pharmacy Education 2016 Standards and Key Elements for the Doctor of Pharmacy Degree, pharmacy schools are charged with the task of developing professionals who can identify and diminish health care disparities. Transgender persons represent one of the most underrepresented and underserved communities within the modern health care system, yet very little information is available for training future pharmacists to care for the transgender community. A literature search using the MeSH terms transgender persons or trans-sexualism and pharmacy education was conducted, and it revealed 1 article published by Parkhill and colleagues in the American Journal of Pharmacy Education. A Google® search of the phrase “transgender education in pharmacy school” was conducted and produced 1 additional published article as well as an online transgender education program launched in November 2016. The following commentary outlines the current literature and practices that involve integration of transgender health education into pharmacy schools in North America and a discussion on areas for future study.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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The current status of transgender health education in doctor of pharmacy curricula in North America

Wilkening

2017

Mental Health Clinician

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“…Though LGBT content in health professions education has increased recently, significant educational gaps regarding transgender patients persist . National surveys of medical, nursing and pharmacy deans and faculty members reported 1–5 hours devoted to LGBT health in their entire curricula . Social work accreditation standards require gender identity content, yet few faculty members report having resources to meet this mandate .…”

Section: Introductionmentioning

confidence: 99%

“…Transgender health lessons are often rolled into brief sessions that cover sexual and gender minority health together, despite the unique health care needs of transgender patients. Lesbian, gay, bisexual and transgender curricular content most frequently includes topics such as HIV or sexually transmitted infections, with little to no transgender‐specific coverage . Evidence suggests simple educational interventions, such as half‐day didactic sessions in the pre‐clinical years or a lecture during a clinical clerkship, can significantly improve students’ knowledge, attitudes and comfort with LGBT health issues as measured by investigator‐created, self‐report instruments .…”

Section: Introductionmentioning

confidence: 99%

Transgender health education for medical students

Click

Mann

Buda

et al. 2019

The Clinical Teacher

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Summary Background Transgender individuals face numerous health disparities and report negative experiences with health care providers related to their gender identity. Significant gaps in medical education regarding transgender health persist despite calls for increased sexual and gender minority content. The purpose of this student‐led study was to assess the effectiveness of a half‐day educational intervention on first‐ and second‐year medical students’ attitudes and knowledge of transgender health. Methods Students and faculty members collaborated to develop an educational session on transgender health. This content was presented to first‐ and second‐year medical students at Integrated Grand Rounds, a pedagogical method in which basic science and clinical faculty members co‐present didactic content interspersed between live patient interviews and student‐led small group discussions. Student participants (n = 138) completed voluntary 9‐item pre‐ and post‐session surveys assessing comfort with and knowledge of transgender medicine. Results Students’ comfort with and perceived knowledge about transgender patients increased significantly between pre‐ and post‐test. Students’ knowledge of transgender medicine standards of care also improved, though not all items reached significance. Discussion A half‐day educational intervention improved many facets of medical students’ attitudes and knowledge about transgender patients. The significant disparities in physical health, mental health and access to care currently experienced by transgender persons in the United States warrants the continued testing and refinement of educational interventions for future and practising providers.

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LGBTQ+ cultural sensitivity in pharmacy education: A co‐curricular training event to improve pharmacy students' knowledge and motivation in caring for sexual and gender minorities

Phan

Singson

Pamintuan

et al. 2022

J Am Coll Clin Pharm

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Introduction Lesbian, gay, bisexual, transgender, and queer (LGBTQ+) individuals continue to show disproportionate prevalence of health disparities despite an increase in visibility in recent years. Educational endeavors in professional programs have been proven to increase awareness of culturally inclusive care. Objectives This study assessed self‐reported knowledge and motivation for change of pharmacy students toward providing affirming care for LGBTQ+ patients after attending LGBTQ+ cultural sensitivity training. The second objective of this study is to assess whether first‐ (P1) or second‐year (P2) students would gain greater benefit from the training from their survey responses. Methods Doctor of Pharmacy (Pharm.D.) students at a large metropolitan area in California were provided LGBTQ+ cultural sensitivity training as part of a co‐curricular initiative. Anonymous surveys were administered via pre‐ and post‐training to assess perception of knowledge gained and motivation to adopt LGBTQ+ inclusive practices. Perception and motivation questions were graded on a Likert Scale with 1 being no knowledge and 5 being extensive knowledge, or 1 being strongly disagree and 5 being strongly agree. Results of surveys before and after the training were analyzed with Wilcoxon Signed Rank Sum Test. Chi‐square analysis was conducted to compare survey results for P1 and P2 students. Results Of the 168 students who completed the competency training and both surveys, 70% were P1 students and 30% were P2 students. After the cultural competency training, students reported a statistically significant improvement in their knowledge and motivation to provide affirming care for LGBTQ+ patients (P < 0.0001). Conclusion The two‐hour co‐curricular LGBTQ+ cultural competency training demonstrated improvements in the knowledge and attitude of students toward providing inclusive and competent care to gender and sexual minorities. LGBTQ+ related content should be integrated into Pharm.D. education early in the curriculum to address several objectives in cultural sensitivity.

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An evaluation of lesbian, gay, bisexual, and transgender (LGBT) health education in pharmacy school curricula

Cited by 33 publications

References 17 publications

The current status of transgender health education in doctor of pharmacy curricula in North America

The current status of transgender health education in doctor of pharmacy curricula in North America

Transgender health education for medical students

LGBTQ+ cultural sensitivity in pharmacy education: A co‐curricular training event to improve pharmacy students' knowledge and motivation in caring for sexual and gender minorities

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