Complete Androgen Insensitivity Syndrome: A Problem-Based Learning Case

Neff, Adam; Kingery, Suzanne

doi:10.15766/mep_2374-8265.10522

Cited by 12 publications

(6 citation statements)

References 2 publications

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“…Included [31,32]: Describes the innovation and outcomes of the innovation [30,34]; Components of the larger systemslevel work; [33] Formative work N/A [31] N/A [31] Yes [32] Yes [32] N/A [33] N/A [33] No [34] N o [ 34] University of Pennsylvania Perelman Schools of Medicine, Nursing, and Dentistry [2,35,36] Yes [2] N o [ 2] Individual [2] Included No [35] N/A [35] Systems [35] N/A [36] N/A [36] Systems [36] University of Pittsburg School of Medicine [37] No No Individual Included…”

Section: No Individual Includedmentioning

confidence: 99%

Implementation of sexual and gender minority health curricula in health care professional schools: a qualitative study

Pratt-Chapman

2020

BMC Med Educ

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Background: Lesbian, gay, bisexual, transgender, queer, and intersex people-inclusively termed "sexual and gender minorities"-have unique health and health care needs that are not being met by most healthcare providers due to lack of training in health care professional schools. The purpose of this qualitative study was to examine implementation factors for advancing sexual and gender minority health professional student curricula in academic settings. Methods: Semi-structured interviews guided by the Consolidated Framework for Implementation Research (CFIR) were conducted with sixteen curricular champions to identify factors relevant to curricular adoption, integration, and sustainment. Themes were coded using a hybrid of deductive and inductive approaches and reported using major CFIR domains. Results: Facilitators supporting implementation of sexual and gender minority health curricula included collaboration among multiple stakeholders, alignment of formal and hidden curricula, fostering an organizational culture that valued inclusion and diversity, engagement with external subject matter experts or faculty with content expertise, and thoughtful and inclusive planning. Conclusion: This study contributes to health care professional education research as well as to implementation science. Facilitators that were identified in this study can be used to increase the adoption, integration, and sustainment of sexual and gender minority health curricula in diverse academic settings.

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Section: No Individual Includedmentioning

confidence: 99%

Implementation of sexual and gender minority health curricula in health care professional schools: a qualitative study

Pratt-Chapman

2020

BMC Med Educ

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“…Eighteen articles were identified as focusing on cultural competency training on gender and sexual minorities. [147][148][149][150][151][152][153][154][155][156][157][158][159][160][161][162][163] Most of the interventions (16/18) were designed as 1-3-h sessions, used lectures as a teaching modality (8/18), and used surveys as an assessment tool (15/ 18). SP sessions were also commonly used to teach and assess students' ability to take an inclusive sexual history.…”

Section: Specific Populationsmentioning

confidence: 99%

Cultural Competency Interventions During Medical School: a Scoping Review and Narrative Synthesis

et al. 2019

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Many medical accreditation bodies agree that medical students should be trained to care for diverse patient populations. However, the teaching methods that medical schools employ to accomplish this goal vary widely. The purpose of this work is to summarize current cultural competency teaching for medical students and their evaluation methods. A scoping review was completed by searching the databases PubMed, Scopus, MedEdPOR-TAL, and MEDLINE for the search terms "medical education" and "cultural competency" or "cultural competence." Results were summarized using a narrative synthesis technique. One hundred fifty-four articles on cultural competency interventions for medical students were systematically identified from the literature and categorized by teaching methods, length of intervention, and content. Fifty-six articles had a general focus, and ninety-eight articles were focused on specific populations including race/ethnicity, global health, socioeconomic status, language, immigration status, disability, spirituality at the end of life, rurality, and lesbian, gay, bisexual, transgender, and queer. About 54% of interventions used lectures as a teaching modality, 45% of the interventions described were mandatory, and 9.7% of interventions were not formally evaluated. The authors advocate for expansion and more rigorous analysis of teaching methods, teaching philosophies, and outcome evaluations with randomized controlled trials that compare the relative effectiveness of general and population-specific cultural competency interventions.

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“…11 Previous publications about PBL as an instructional method for controversial issues within medical education, such as disorders of sexual development, have proven that PBL serves as a natural home for these issues within the preclinical medical school curriculum. 12 Thus, it seems that PBL would provide an ideal forum for introducing preclinical medical students to abortion. This PBL module was piloted at the University of Louisville School of Medicine in the spring of 2017 with second-year medical students.…”

Section: Introductionmentioning

confidence: 99%

A Problem-Based Learning Session on Pregnancy Options, Counseling, and Abortion Care

et al. 2019

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Introduction Before their clinical rotations, medical students have limited exposure to women's health issues, particularly abortion. Methods We piloted a problem-based learning (PBL) module to introduce second-year medical students at the University of Louisville School of Medicine to counseling patients about pregnancy options. Students were divided into groups of 10 and met for two 2-hour sessions. In the first session, learners were presented with a case about a woman diagnosed with Zika virus who was considering pregnancy termination. Students discussed the case and developed learning objectives to research. One week later, students reconvened and shared what they had learned individually. Students were asked to complete pre- and post-PBL surveys. PBL facilitators also completed a survey evaluating the module. Results Fifty-eight percent of students felt informed or very informed about abortion after the PBL, compared to 30% before ( p < .001). Students' mean quiz score increased from 29% on the pretest to 40% on the posttest ( p < .001). Ninety-three percent of facilitators believed this PBL provided students with tools to better counsel about abortion, but only 56% of faculty felt adequately trained to facilitate this discussion. Discussion Students appreciated this PBL as an opportunity to discuss pregnancy options counseling and to clarify their own values surrounding abortion provision. Despite their positive response to the module, students identified barriers that would prevent them from implementing knowledge learned from this module in practice.

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Complete Androgen Insensitivity Syndrome: A Problem-Based Learning Case

Abstract: Introduction: To address the lack of medical education on lesbian, gay, bisexual, transgender, queer

Cited by 12 publications

References 2 publications

Implementation of sexual and gender minority health curricula in health care professional schools: a qualitative study

Implementation of sexual and gender minority health curricula in health care professional schools: a qualitative study

Cultural Competency Interventions During Medical School: a Scoping Review and Narrative Synthesis

A Problem-Based Learning Session on Pregnancy Options, Counseling, and Abortion Care

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