Designing an interprofessional Facebook discussion group to teach about LGBTQ healthcare disparities and inclusive practices

Abstract

Objective: Training on lesbian, gay, bisexual, transgender and queer or questioning (LGBTQ) healthcare and inclusive practice is lacking in curricula across health professions, contributing to health disparities. The purpose of this study was to evaluate an interprofessional learning activity on LGBTQ healthcare disparities and inclusive practices delivered in a closed Facebook group. Design: Asynchronous, online platforms, like social media, offer a simple means of connection and discussion for interprofessional education. Setting: An academic health centre in the Southern USA. Methods: The learning activity consisted of (1) pre- and post-quizzes assessing knowledge about LGBTQ healthcare, (2) content review of required readings and a video and (3) daily discussion threads. Students completed individual reflection essays about interprofessional education and practice and the Quadruple Aim. Results: Two cohorts of interprofessional students completed the activity. Average quiz scores increased post-activity. Both the Facebook discussion threads and reflection essays demonstrated that students recognised the need to incorporate LGBTQ-inclusive practices into their future professional practice, as well as recognised the valuable insight of their interprofessional team members. Students had mixed perspectives about Facebook as a discussion platform for interprofessional education. Conclusion: Facebook groups provide a feasible platform to implement interprofessional education on LGBTQ-inclusive healthcare practice and stimulate student discussion.

Methods of Teaching Transgender Health in Undergraduate Nursing Programs

“…Traditional lecture is the most widely used method in teaching transgender health, described in 14 articles. Of these, 3 articles described the process of the development of a specific elective course in LGBTQ+ health 19-21. A variety of nursing courses were targeted in the integration of key transgender concepts such as Professional Nursing,3,18,22 Fundamentals of Nursing,23 Health Assessment and Promotion,3,22 Pharmacology,3,22 Mental Health,3,18,22,24,25 Nursing in the Childbearing Family,3,18,22 Oncology Nursing,15 Community Health,14,26-29 Medical-Surgical Nursing,26,30,31 Geriatric Nursing,30 Interprofessional Health Education,18 and Pathophysiology 18.…”

“…Of these, 3 articles described the process of the development of a specific elective course in LGBTQ+ health. [19][20][21] A variety of nursing courses were targeted in the integration of key transgender concepts such as Professional Nursing, 3,18,22 Fundamentals of Nursing, 23 Health Assessment and Promotion, 3,22 Pharmacology, 3,22 Mental Health, 3,18,22,24,25 Nursing in the Childbearing Family, 3,18,22 Oncology Nursing, 15 Community Health, 14,[26][27][28][29] Medical-Surgical Nursing, 26,30,31 Geriatric Nursing, 30 Interprofessional Health Education, 18 and Pathophysiology. 18 While some studies used a single-lecture presentation, [23][24][25][26]30,[32][33][34] many used a series of lectures with diverse teaching strategies.…”

“…Innovative strategies to teach transgender health found in this review included reflective writing, 16,33 guided discussion, 11,19 online module, 14 interviewing key nursing informants, 28,29 case study, 30 social media platform discussion group, 21 participatory theater intervention in partnership with a community organization, 37 and problem-based learning. 35…”

“…Case study of a 70-year-old transgender woman who identifies as a lesbian who presented to the emergency department due to a fall. 30 Social media platform discussion group 21 (n = 1) Asynchronous, social media (Facebook) discussion thread related to LGBTQ+ issues. Included pre-and posttest quizzes.…”