Three‐staged key‐feature cases promote interaction in remote education

Abstract

within our Emergency Department to deliver care specific to TGNB patients. Our objective was to improve knowledge, comfort and communication skills using gender-affirming vocabulary and to promote trauma-informed care.We conducted a pre-and post-intervention study at an urban academic emergency department for residents and faculty. Our vOSCE consisted of two case scenarios written by a transgender faculty member: a transgender male with an ectopic pregnancy and a non-binary teenager with a suicide attempt. TGNB individuals were recruited as standardised patients. The vOSCE began with a pre-brief, then proceeded to both cases with groups of three to four providers. Each scenario consisted of a 10-min encounter, followed by a 15-min debrief with direct feedback from standardised patients and simulation faculty. Participants then anonymously rated the experience on a Likert scale and provided feedback. | WHAT LESSONS WERE LEARNED?A total of 34 residents and 12 faculty members participated. Of our participants, 94% of residents and all faculty reported having taken care of TGNB patients, but 11.8% of residents and 58.3% of faculty reported never receiving formal education specific to TGNB health care.After vOSCE, residents and faculty reported improved comfort with medical management and interpersonal communication. In regard to medical management, only 8% of residents, compared to an initial 24.9%, and no faculty members reported discomfort after the vOSCE (P < .05). Only one resident of the entire participant cohort reported discomfort with interpersonal communication post-vOSCE. Although this lacked statistical significance, it still has clinical relevance as all residents and faculty found the session relevant to their clinical practice and would recommend the learning experience to others.