Developing an Entrustable Professional Activity to Improve the Care of LGBTQ+ Youth

LGBTQ+ Considerations in pediatric IBD care

“…This call to action to provide affirming pediatric IBD care also extends to research (e.g., revamping demographics to capture gender identity) and training/education in pediatric IBD 9 (e.g., seeking out continuing education focused on LGTBQ+ considerations). Continuing education centered on LGBTQ+ considerations is available, including completing the free online course for CME credit through Stanford Medicine titled "Teaching LGBTQ+ Health" and listening to the Bowel Sounds podcast episode "Caring for the LGBTQ+ Patient."…”

“…This call to action to provide affirming pediatric IBD care also extends to research (e.g., revamping demographics to capture gender identity) and training/education in pediatric IBD 9 (e.g., seeking out continuing education focused on LGTBQ+ considerations). Continuing education centered on LGBTQ+ considerations is available, including completing the free online course for CME credit through Stanford Medicine titled “Teaching LGBTQ+ Health” and listening to the Bowel Sounds podcast episode “Caring for the LGBTQ+ Patient.” It is critical for HCPs engaged in training to integrate LGBTQ+ considerations into trainees' learning in pediatric IBD, which may range from modeling the clinical skill recommendations above to challenging heteronormative assumptions to facilitate discussions about the nuance of how pediatric IBD care intersect with LGBTQ+ considerations (e.g., bathroom urgency and access to an affirming bathroom in the school setting) 9 . Supporting trainees extends to modeling and fostering humility.…”

“…It is critical for HCPs engaged in training to integrate LGBTQ+ considerations into trainees' learning in pediatric IBD, which may range from modeling the clinical skill recommendations above to challenging heteronormative assumptions to facilitate discussions about the nuance of how pediatric IBD care intersect with LGBTQ+ considerations (e.g., bathroom urgency and access to an affirming bathroom in the school setting). 9 Supporting trainees extends to modeling and fostering humility. For example, HCPs can model accountability when trainees are observing (e.g., "I am sorry for making that assumption, I'm learning and appreciate your patience," "I don't think I said that in the most inclusive way, let me try again").…”