Knowledge Retention and Clinical Skills Acquisition in Sexual and Gender Minority Health Curricula: A Systematic Review

Mains-Mason, Janke B; Ufomata, Eloho; Peebles, J. Klint; Dhar, Cherie Priya; Sequeira, Gina M.; Miller, Rebekah S.; Folb, Barbara; Eckstrand, Kristen

doi:10.1097/acm.0000000000004768

Cited by 10 publications

(6 citation statements)

References 42 publications

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“…Despite improvements in knowledge retention, their review found that most curricula primarily utilized lectures or online modules, with minimal emphasis on interactive scenarios for enhancing communication skills with LGBTIQ + patients. This highlights the critical need for more practical, patient-centric experiences in medical education to effectively bolster both theoretical knowledge and clinical skill sets [ 56 ].…”

Section: Discussionmentioning

confidence: 99%

Characterization of content associated with lesbian, gay, bisexual, transgender, intersex, and queer individuals in Chilean medical schools: a cross-sectional survey

Rojas,

Cánepa González,

Ortiz-López

2024

BMC Med Educ

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Background Lesbian, gay, bisexual, transgender, intersex, queer, and other sexual and gender identities (LGBTIQ+) individuals face health inequities. Additionally, medical students report a lack of confidence in providing specific health care to LGBTIQ + individuals, and medical schools do not offer the breadth and depth of coverage needed to fully prepare and make them comfortable in caring for these individuals. This study aims to characterize the teaching of curricular content related to LGBTIQ + health issues in medical schools in Chile. Methods This was a cross-sectional descriptive mixed-methods study based on a 15-question survey sent to school directors of the 24 medical schools in Chile, conducted between October 2020 and July 2021. The questions included in the study were mostly based on two pre-existing questionnaires covering content, assessment methods, and identification of barriers to teaching this content. Results The validated questionnaire was answered by 14 of 24 Chilean medical schools, with 11 schools (78.9%) declaring that they included some training in their curriculum. The predominant range of time allocated to LGBTIQ + training in medical programs was between 1 and 5 h. The most addressed topics were HIV (92.85%), sexual orientation (78.57%), and chronic disease risk in LGBTIQ + populations (78.57%). Most schools, accounting for 71.5%, considered the content they delivered to be “moderately insufficient” or “insufficient”. Regarding the teaching methodologies, the most used were lectures (92.8%), clinical cases (42.9%), and clinical simulation (28.6%). Conclusion Most surveyed medical schools reported curricular spaces dedicated to teaching health issues of LGBTIQ + individuals, primarily during the pre-internship training period. However, the time allocated is insufficient, and there is little approach to topics beyond the patient’s sexual history or sexual orientation. Given the crucial role of medical schools, they must adopt both local and national strategies to enrich training focused on the care of LGBTIQ + patients.

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Section: Discussionmentioning

confidence: 99%

Characterization of content associated with lesbian, gay, bisexual, transgender, intersex, and queer individuals in Chilean medical schools: a cross-sectional survey

Rojas,

Cánepa González,

Ortiz-López

2024

BMC Med Educ

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“…In recent years, the number of studies addressing the effectiveness of educational activities directed to medical students about LGBTQIA + people health specificities has significantly increased, translating the gap and the perceived need [ 30 , 66 ].…”

Section: Discussionmentioning

confidence: 99%

“…The inclusion of individual histories and experiences in medical education is of paramount importance as it provides invaluable learning opportunities for healthcare professionals. Patients are the central focus of healthcare, and their experiences and perspectives can provide students with a unique insight into the challenges and complexities of healthcare delivery [ 30 – 33 ].…”

Section: Introductionmentioning

confidence: 99%

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Effectiveness of undergraduate medical students training on LGBTQIA + people health: a systematic review and meta-analysis

Macedo,

Aurindo,

Febra

2024

BMC Med Educ

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Background Adequacy of learning models and their ability to engage students and match session’s objectives are critical factors in achieving the desired outcome. In this systematic review and meta-analysis, we assess the methodological approach, content, and effectiveness of training initiatives addressing medical students’ knowledge, attitudes, confidence and discrimination perception towards LGBTQIA + people. Method PubMed, Web of Science, Medline and Scopus were searched to identify published studies, from 2013 to 2023, on effectiveness of training initiatives addressing medical students’ knowledge, attitudes, confidence and discrimination perception towards LGBTQIA + people. The risk of bias of the selected studies was assessed by the Medical Education Research Study Quality Instrument. Overall effect sizes were calculated using a Mantel–Haenszel method, fixed effect meta-analyses. Results A total of 22 studies were included, representing 2,164 medical students. The interventions were highly diverse and included seminars, lectures, videos, real-case discussions, roleplay, and group discussions with people from the LGBTQIA + community. After the interventions, there was a significant improvement in self-confidence and comfort interacting with patients and in the understanding of the unique and specific health concerns experienced by LGBTQIA + patients. Conclusion Our findings indicated that the outcomes of interventions training actions for medical students that promote knowledge and equity regarding LGBTQIA + people, regardless of their scope, methodology and duration, result in a considerable increase in students’ self-confidence and comfort interacting with LGBTQIA + patients, highlight the need for more actions and programs in this area promoting a more inclusive society and greater equity.

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“…In each of the print issues of our journal in 2021 and 2022, we have addressed these topics and closely related concerns regarding equity, a reflection of the dedicated efforts of our authors working across the interdependent missions of academic medicine. Several articles 9–20 in this issue further add to publications and past collections curated by our journal on intersectional themes related to justice, topics of existential importance to our field.…”

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confidence: 99%

Moving Together Toward Health Professions Equity in Academic Medicine

Roberts

2022

Academic Medicine

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The message from our 6 colleagues is clear. Racism exists in academic medicine, as it does in the broader society. Social structures and policies are perhaps the most important determinants of health and health inequities at a population level. In the United States, we must acknowledge that health inequities that stem from institutional racism persist. And individual, structural, and symbolic violence exists, as reflected in the experiences of Black people and members of other groups who are deprived of dignity and denied opportunities to thrive in our field. Health professions equity is impeded by racism in society and academic medicine, as is our ability to attain educational, research, and clinical excellence.

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Knowledge Retention and Clinical Skills Acquisition in Sexual and Gender Minority Health Curricula: A Systematic Review

Abstract: PurposeTo identify exemplary medical education curricula, operationalized as curricula evaluating knowledge retention and/ or clinical skills acquisition, for health care for sexual and gender minoritized (SGM) individuals and individuals born with a difference in sex development (DSD).

Cited by 10 publications

References 42 publications

Characterization of content associated with lesbian, gay, bisexual, transgender, intersex, and queer individuals in Chilean medical schools: a cross-sectional survey

Characterization of content associated with lesbian, gay, bisexual, transgender, intersex, and queer individuals in Chilean medical schools: a cross-sectional survey

Effectiveness of undergraduate medical students training on LGBTQIA + people health: a systematic review and meta-analysis

Moving Together Toward Health Professions Equity in Academic Medicine

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