Improving Emergency Health Care Workers’ Knowledge, Competency, and Attitudes Toward Lesbian, Gay, Bisexual, and Transgender Patients Through Interdisciplinary Cultural Competency Training

Bristol, S. B.; Kostelec, Teresa; MacDonald, R

doi:10.1016/j.jen.2018.03.013

Cited by 75 publications

(78 citation statements)

References 11 publications

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“…Our results showed that pediatric rehabilitation clinicians lacked knowledge about gendersensitive care and wanted more training. Our findings were consistent with research showing that other types of clinicians (e.g., medicine, nursing) desired more training in this area [3,26,28,63]. Insufficient knowledge about gender-sensitive care is often linked with inequities and discrimination and could negatively affect health outcomes [46,64].…”

Section: Discussionsupporting

confidence: 88%

“…Having greater knowledge about gender-sensitive care is salient because it is associated with more positive attitudes and enhanced patient care [25,26]. Given that gender-based health inequalities are often socially produced, they are therefore, preventable [27].…”

Section: Gender-sensitive Carementioning

confidence: 99%

“…Given that gender-based health inequalities are often socially produced, they are therefore, preventable [27]. Although several recent studies have highlighted a critical need for gender-sensitivity training for healthcare providers [2,3,26,[28][29][30][31][32], little is known about the best approaches for providing such training.…”

Section: Gender-sensitive Carementioning

confidence: 99%

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The training needs for gender-sensitive care in a pediatric rehabilitation hospital: a qualitative study

Lindsay

Kolne

2020

BMC Med Educ

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Background Gender is an important social determinant of health; however, clinicians often lack training in how to provide gender-sensitive care. Offering appropriate and relevant training could help to address some gender-based health inequalities. Our objective was to identify and describe the training needs for gender-sensitive care among pediatric rehabilitation healthcare providers. Methods This study used an interpretive descriptive qualitative design to conduct interviews with 23 pediatric rehabilitation healthcare providers (19 women, 3 men, 1 transgender man), from a pediatric rehabilitation hospital in a large urban center, in Ontario, Canada from a range of disciplines. Interviews were transcribed verbatim and analyzed using an open-coding inductive thematic analysis. Results Our analysis revealed the following themes: [1] lack of knowledge about gender-sensitive care and the need for more training; [2] content of the desired training (i.e., gender differences, effective communication and how to practice gender-sensitive care) and [3] delivery method of the training. Conclusions Enhanced gender-sensitive training for healthcare providers is required for optimizing patient outcomes and addressing gender-based health inequalities. Educators in pediatric rehabilitation should consider developing gender-sensitive care training that is embedded within post-graduate education and also continuing education within hospitals and community care centers.

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Section: Discussionsupporting

confidence: 88%

Section: Gender-sensitive Carementioning

confidence: 99%

Section: Gender-sensitive Carementioning

confidence: 99%

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The training needs for gender-sensitive care in a pediatric rehabilitation hospital: a qualitative study

Lindsay

Kolne

2020

BMC Med Educ

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“…Recent studies also demonstrate the efficacy of critical self-reflection and active engagement of learners in using real-life experiences to expand participants' perspectives. 25 Last, Bristol and colleagues 26 employed interdisciplinary training on gender identity and sexual orientation among health care providers. Their curriculum involved a 2-hour facilitator-led session with varied instructional, interactive methods.…”

Section: Advantagesmentioning

confidence: 99%

Promoting Cultural Competence in Athletic Training Education: An Intergroup Dialogue Approach

Kochanek

2020

Athletic Training Education Journal

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Context Sport is an increasingly diverse context. This reality has prompted clinicians and educators to emphasize cultural competence education in athletic training. However, few efforts go beyond traditional, didactic methods and teach cultural competence in practically meaningful ways. One evidence-based approach that has potential to promote cultural competence in athletic training education is intergroup dialogue. Objective To describe intergroup dialogue in concept and research, demonstrate why this pedagogy can support cultural competence in athletic training education, and detail what such an approach looks like in practice. Background Intergroup dialogue has origins in critical pedagogical philosophies and emerged as a part of broader social and political movements in the United States. Over the last 30 years, scholars have systematically employed and studied the approach in higher education. Description Intergroup dialogue is an interdisciplinary approach that teaches people how to communicate across differences. Guided by trained facilitator(s), this method can help participants develop an understanding of diversity and practical skills to constructively navigate social-cultural differences in order to improve relationships and effect positive social change. Clinical Advantage(s) Intergroup dialogue can address the critical need for engaging pedagogy that helps athletic training students and practitioners develop cultural competencies. This method can equip those in athletic training with a critical awareness of social-cultural differences and practical skills to provide culturally sensitive care and promote equity. Conclusion(s) Athletic training educators can consider intergroup dialogue as a promising pedagogical approach to promote cultural competence in athletic training

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“…Research indicates that health care providers need an ongoing awareness of their values, assumptions, and beliefs and how these relate to their patients, which may be developed through reflective practice [53,70]. Furthermore, studies also show that having knowledge about gender is often associated with more positive attitudes and enhanced patient care [26,71,72].…”

Section: Principal Findingsmentioning

confidence: 99%

Exploration of Gender-Sensitive Care in Vocational Rehabilitation Providers Working With Youth With Disabilities: Codevelopment of an Educational Simulation

et al. 2021

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Background Although research shows that there is a need for gender-specific vocational support to help youth with disabilities find employment, health care providers often report needing more training in this area. Currently, there are no existing educational simulations of gender-sensitive care within vocational rehabilitation for clinicians who provide care to youth with disabilities. Therefore, developing further educational tools that address gender-sensitive care could help them enhance the care they provide while optimizing patient outcomes. Objective This study aims to codevelop an educational simulation and identify issues relevant to providing gender-sensitive care within the context of vocational rehabilitation for youth with disabilities. Methods We used a qualitative co-design approach with a purposive sampling strategy that involved focus group discussions and journal reflections to understand and address issues relevant to gender-sensitive care within vocational rehabilitation for those working with youth with disabilities. A total of 10 rehabilitation providers participated in two sessions (5 participants per session) to design the web-based simulation tool. The sessions (2.5 hours each) were audio recorded, transcribed, and analyzed thematically. Results Two main themes arose from our analysis of codeveloping a simulation focusing on gender-sensitive care. The first theme involved the relevance of gender within clinical practice; responses varied from hesitance to acknowledging but not talking about it to those who incorporated gender into their practice. The second theme focused on creating a comfortable and safe space to enable gender-sensitive care (ie, included patient-centered care, effective communication and rapport building, appropriate language and pronoun use, respecting gender identity, awareness of stereotypes, and responding to therapeutic ruptures). Conclusions Our web-based gender-sensitive care simulation that addressed vocational rehabilitation among youth with disabilities was cocreated with clinicians. The simulation highlights many issues relevant to clinical practice and has potential as an educational tool for those working with young people with disabilities.

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Improving Emergency Health Care Workers’ Knowledge, Competency, and Attitudes Toward Lesbian, Gay, Bisexual, and Transgender Patients Through Interdisciplinary Cultural Competency Training

Cited by 75 publications

References 11 publications

The training needs for gender-sensitive care in a pediatric rehabilitation hospital: a qualitative study

The training needs for gender-sensitive care in a pediatric rehabilitation hospital: a qualitative study

Promoting Cultural Competence in Athletic Training Education: An Intergroup Dialogue Approach

Exploration of Gender-Sensitive Care in Vocational Rehabilitation Providers Working With Youth With Disabilities: Codevelopment of an Educational Simulation

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