Strategies for inclusion of lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA+) education throughout pharmacy school curricula

Llayton, Chelsey K.; Caldas, Lauren M.

doi:10.18549/pharmpract.2020.1.1862

Cited by 13 publications

(15 citation statements)

References 35 publications

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“…For this to happen, schools of pharmacy should consider a proactive approach in incorporating LGBT contents throughout the PharmD curriculum. 14,17 However, to date most pharmacy schools do not include the provision of pharmaceutical care for transgender patients as part of their curriculum. 12,15 This led us to develop this study aiming to evaluate the effect of a three-hour continuing education course on the knowledge needed by practicing pharmacists to provide pharmaceutical care for transgender patients.…”

Section: Discussionmentioning

confidence: 99%

“…16 In addition to didactic courses, others have suggested integrating transgender health into interprofessional courses, skillsbased laboratories, elective courses, and advanced pharmacy practice experiences. 17,18 Overall, however, these limited examples are demonstrative of a lack of preparation that students in pharmacy schools receive related to the care of transgender patients and the value that could be obtained by providing a continued education course to pharmacists.…”

Section: 11mentioning

confidence: 99%

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Educational intervention to improve pharmacist knowledge to provide care for transgender patients

Rosa-Vega¹,

Carlo²,

Rodríguez-Ochoa³

et al. 2020

Pharm Pract (Granada)

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Background: Most pharmacists have not received formal training or education in the provision of care for transgender patients. Nonetheless, pharmacists have the potential to be valuable partners in the care of transgender patients, and a continuing education course might be valuable in addressing this knowledge gap. Objective: The aim of this study was to examine the impact of a three-hour continuing education course in improving the knowledge of pharmacists to provide pharmaceutical care for transgender patients. Methods: A quasi-experimental, one-group pre-test/post-test study design was used to measure the impact of a three-hour continuing pharmacy education course on the knowledge of pharmacists on transgender care. The course was divided into three units: (1) Transgender Patient Care Introduction, (2) General Health Issues of Transgender Patients, and (3) Gender Affirming Hormone Therapy. A total of 68 pharmacists participated in the study, of which 54 completed both the pre- and post-test. An ANOVA was used to compare differences in knowledge in the group before and after the educational intervention. Results: The majority of the participating pharmacists were cisgender, heterosexual women who had not received any formal training related to transgender care. Participants demonstrated the largest increase in execution score in the third unit, with a percent improvement of 25.22% (pre-test 45.06%, post-test 70.28%; p<0.001). The average total execution score was 52.15% in the pre-test and 72.89% (p< 0.001) in the post-test. Conclusions: Pharmacists benefited from a three-hour continuing education course with an increase in knowledge regarding transgender patient care and hormone therapy for gender affirmation. As this study only evaluated the effect in short term memory, further studies are needed to assess long term impact of the continuing education course on transgender care knowledge.

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Section: Discussionmentioning

confidence: 99%

Section: 11mentioning

confidence: 99%

Educational intervention to improve pharmacist knowledge to provide care for transgender patients

Rosa-Vega¹,

Carlo²,

Rodríguez-Ochoa³

et al. 2020

Pharm Pract (Granada)

View full text Add to dashboard Cite

show abstract

“…The Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, Asexual, and Others (LGBTQIA+) community face many health care barriers, including practitioners' inexperience or discomfort in treating LGBTQIA+ patients. 1,2 These barriers can lead LGBTQIA+ patients to avoid seeking out appropriate, routine health care and cause challenges with patient-provider relationship building. 2 One solution to these barriers is an increase in the number of health care providers who are competent and comfortable in serving the LGBTQIA+ community.…”

Section: Introductionmentioning

confidence: 99%

Introducing LGBTQIA+ Patient Care to Pharmacy Students Through Laboratory-Based Exercises

Llayton

Wagner

Anderson

et al. 2022

American Journal of Pharmaceutical Education

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To assess the impact on first-, second-, and third-year pharmacy students' confidence and knowledge in Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, Asexual, and Others (LGBTQIA+) patient care in a novel skills laboratory setting. Methods. Students were provided an LGBTQIA+ lecture containing pronouns, common terminology, health disparities, health screenings, and gender-affirming hormone therapy. During laboratory sessions, students engaged in a learning level-specific activity to apply lecture topics. Students completed a pre-and post-survey assessing their knowledge, confidence, and activity experience. Results. All students (n=348) completed pre-and post-surveys, with a response rate for both of 79%. Overall increase in knowledge scores was statistically significant, with improvement in four out of six questions among each cohort. Students' understanding of the role of the pharmacist and confidence in caring for LGBTQIA+ patients showed a statistically significant increase, as did their comfort with using appropriate terminology. Most students (92%) agreed or strongly agreed that learning about the care of LGBTQIA+ patients was a positive experience, while 74% agreed additional education on LGBTQIA+ patients is still needed within their pharmacy curriculum. Conclusion.From this brief exposure within a skills laboratory course, students' knowledge and confidence in caring for LGBTQIA+ patients improved, however, students agreed that more exposure is necessary. Future studies will follow students as they progress through the curriculum to determine the impact of exposure across all three didactic years.

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“…The call to action to address these gaps through education, culturally sensitive and inclusive curriculum and training approaches for health and social care professionals has been highlighted by scholars and activists (Cannon, Shukla, & Vanderbilt, 2017; De Guzman, 2018; Llayton & Caldas, 2020). This is essential to enable inclusive, accessible care for older LGBT+ adults (Putney et al., 2018; Smith, Altman, Meeks, & Hinrichs, 2019).…”

Section: Introductionmentioning

confidence: 99%

Educating health and social care practitioners on the experiences and needs of older LGBT+ adults: Findings from a systematic review

et al. 2020

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Strategies for inclusion of lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA+) education throughout pharmacy school curricula

Cited by 13 publications

References 35 publications

Educational intervention to improve pharmacist knowledge to provide care for transgender patients

Educational intervention to improve pharmacist knowledge to provide care for transgender patients

Introducing LGBTQIA+ Patient Care to Pharmacy Students Through Laboratory-Based Exercises

Educating health and social care practitioners on the experiences and needs of older LGBT+ adults: Findings from a systematic review

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