LGBTQI' Defined: An Introduction to Understanding and Caring for the Queer Community

Gallego, Joseph; Knudsen, John Chr.

doi:10.15766/mep_2374-8265.10189

Cited by 10 publications

(7 citation statements)

References 1 publication

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“…Some of these publications describe more comprehensive activities but tend to focus on specific skills [38][39][40][41][42][43] or specific subpopulations of LGBTQ individuals, [44][45][46] and many are targeted toward learners at later stages of their training. 33,34,41,42,[45][46][47][48][49][50] Our curriculum represents a unique contribution by including a more comprehensive set of activities (including didactic presentations, case discussions, a community panel, and a session with standardized patients) that provide a general overview of LGBTQ-related health topics directed toward learners early in their training. Our curriculum is flexible and inexpensive to implement.…”

Section: Many Health Education Programs Have Made Efforts Over the Pamentioning

confidence: 99%

Early Intervention for LGBTQ Health: A 10-Hour Curriculum for Preclinical Health Professions Students

Minturn

Martinez

et al. 2021

MedEdPORTAL

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Section: Many Health Education Programs Have Made Efforts Over the Pamentioning

confidence: 99%

Early Intervention for LGBTQ Health: A 10-Hour Curriculum for Preclinical Health Professions Students

Minturn

Martinez

et al. 2021

MedEdPORTAL

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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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“…The AAMC Advisory Committee on Sexual Orientation, Gender Identity, and Sex Development has developed a sentinel document addressing the climatic and curricular elements of LGBTQ+ education as a means of improving patient care [1]. Although the proposed framework is comprehensive and bolstered by readily accessed peer-reviewed teaching resources from the AAMC's MedEdPORTAL collection [3][4][5], the timing and method of implementation for optimal learner gain are uncertain.…”

Section: Introductionmentioning

confidence: 99%

LGBTQ+ Health—a Novel Course for Undergraduate Students

et al. 2020

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The concept of providing focused, competency-based LGBTQ+ health education outside the setting of health professional programs, specifically for undergraduates, is quite uncharted. However, the issue at the core of our rationale is one shared by those with and without clinical exposure: how to best support the development of cultural competence in providers who are or will be caring for LGBTQ+ patients. Traditional health professional education programs have enacted a number of curricular initiatives in this regard, designed for advanced learners. By focusing specifically on the undifferentiated learner, we offer a new perspective on the timing of LGBTQ+ health-related education. Our course is not intended to supplant the critical learning and application that must occur in the clinic or hospital room. Rather, we present a framework for cultivating understanding of the healthcare issues faced by the LGBTQ+ community that may help a learner to acquire and apply skills subsequently with greater cultural competence.

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LGBTQI' Defined: An Introduction to Understanding and Caring for the Queer Community

Cited by 10 publications

References 1 publication

Early Intervention for LGBTQ Health: A 10-Hour Curriculum for Preclinical Health Professions Students

Early Intervention for LGBTQ Health: A 10-Hour Curriculum for Preclinical Health Professions Students

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

LGBTQ+ Health—a Novel Course for Undergraduate Students

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