Training healthcare professionals in LGBTI cultural competencies: Exploratory findings from the Health4LGBTI pilot project

Donisi, Valeria; Amaddeo, Francesco; Zakrzewska, Karolina; Farinella, Francesco; Davis, Ruth Joanna; Gios, Lorenzo; Sherriff, Nigel; Zeeman, Laetitia; McGlynn, Nicholas; Browne, Kath; Michał, Pawlęga; Rodzinka, Marcin; Pinto, Nuno; Hugendubel, Katrin; Russell, Cianán B.; Costongs, Caroline; Sanchez-Lambert, Juliette; Mirandola, Massimo; Rosińska, Magdalena

doi:10.1016/j.pec.2019.12.007

Cited by 34 publications

(38 citation statements)

References 25 publications

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“…In the U.S. some efforts have been made to educate students about transgender care (see, for example, [48]). The results from this study should be used when developing such training programs, taking into account previously conducted training that proved to be successful [24,25,[37][38][39][40][41][42][43]. Future research should focus on the development, as well as long-term follow-up, evaluation and adaptation, of a training program, taking into account the intersections of, among others, sexual orientation, race and class.…”

Section: Discussionmentioning

confidence: 97%

“…A few educational efforts to increase competence, knowledge and skills in working with transgender people (or the broader LGBT population) have been successful [24,25,[37][38][39][40][41][42][43]. However, each study examines a different type of training, and overall very little followup research is available.…”

Section: Introductionmentioning

confidence: 99%

“…When examining existing training programs, we notice some overlap in content and approach, providing several recurring components such as (1) terminology, information, and background about the transgender community; (2) the distinction between sexual orientation and gender identity; and (3) clinical information about unique healthcare needs, as well as strategies on how to conduct clinical interactions in a respectful, affirming manner (see e.g., [25,38,39,41,43]). For example, Lelutiu-Weinberger and Pachankis [25] conducted a 2-day training for mental health professionals in Bucharest, Romania.…”

Section: Introductionmentioning

confidence: 99%

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The Impact of Training in Transgender Care on Healthcare Providers Competence and Confidence: A Cross-Sectional Survey

Burgwal

Hård

Kata³

et al. 2021

Healthcare

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All studies to date demonstrate a lack of access to care for transgender people. A few educational efforts in providing care to transgender people have been successful. However, one challenge in administering training is that there is almost no research on the need of healthcare providers (HCP) to acquire knowledge, as well as on the effect of training on their level of competence and confidence in working with transgender people. Results from an online survey of a convenience sample of HCP across four different European countries (N = 810) showed that 52.7% reported experiences with some form of training on transgender people. The mean confidence level for all HCP (with or without training) in working with transgender people was 2.63, with a significant effect of training on confidence. 92.4% of HCP believed that training would raise their competence, and this belief was significantly higher among HCP with training experience, HCP working in Serbia and Sweden and/or among those HCP who belong to a sexual minority group. General practitioners had the lowest confidence levels of all professions involved. The study provided strong support for the use of training in improving healthcare conditions for transgender people, not only to raise awareness among HCP, but also to increase knowledge, competence and confidence levels of HCP in working with transgender people.

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Section: Discussionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Impact of Training in Transgender Care on Healthcare Providers Competence and Confidence: A Cross-Sectional Survey

Burgwal

Hård

Kata³

et al. 2021

Healthcare

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“…It might also include training researchers and facilitators to improve cultural competencies regarding the needs of particular groups. For instance, specific training on the health needs of lesbian, gay, bisexual, trans and intersex people can promote awareness of inequalities as well as inclusive and nonjudgmental communication and care 104 …”

Section: Ethical Considerations In Arts‐health Research With Adolescents With Acesmentioning

confidence: 99%

“…For instance, specific training on the health needs of lesbian, gay, bisexual, trans and intersex people can promote awareness of inequalities as well as inclusive and nonjudgmental communication and care. 104 …”

Section: Ethical Considerations In Arts‐health Research With Adolescents With Acesmentioning

confidence: 99%

Ethical issues in participatory arts methods for young people with adverse childhood experiences

Pavarini

Smith

Shaughnessy

et al. 2021

Health Expectations

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Context Participatory arts‐based methods such as photovoice, drama and music have increasingly been used to engage young people who are exposed to psychosocial risks. These methods have the potential to empower youth and provide them with an accessible and welcoming environment to express and manage difficult feelings and experiences. These effects are, however, dependent on the way these methods are implemented and how potential ethical concerns are handled. Objective Using the current literature on arts‐based health research as a foundation, this paper examines ethical issues emerging from participatory arts methods with young people with traumatic experiences. Results We present a typology covering relevant issues such as power, accessibility, communication, trust and ownership, across the domains of partnership working, project entry, participation and dissemination. Drawing on our extensive clinical and research experiences, existing research and novel in‐practice examples, we offer guidance for ethical dilemmas that might arise at different phases of research. Conclusion Adequate anticipation and consideration of ethical issues, together with the involvement of young people, will help ensure that arts methods are implemented in research and practice with young people in a fair, meaningful and empowering way. Patient or Public Contribution The issues reviewed are largely based on the authors' experience conducting participatory research. Each of the projects referenced has its own systems for PPI including, variously, consultations with advisory groups, coproduction, youth ambassadors and mentor schemes. One of the coauthors, Josita Kavitha Thirumalai, is a young person trained in peer support and has provided extensive input across all stages.

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Delivering transgender-specific knowledge and skills into health and allied health studies and training: a systematic review

Jecke¹,

Zepf²

2023

Eur Child Adolesc Psychiatry

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Many transgender individuals face inequities, discrimination, and sometimes even a lack of transgender-specific knowledge in health care settings. Educational curricula can address such disparities and help future health professionals to become more knowledgeable, confident, and well-prepared for addressing the needs of transgender individuals. This systematic review aims to summarize current training interventions about care of transgender individuals for health and allied health students, and to analyse the effects of the respective intervention. A total of six databases (Pubmed, MEDLINE, Scopus, Web of Science, Embase and SciSearch) were screened for original articles published between 2017 and June 2021. Search terms and eligibility criteria were pre-specified, and after a structured selection process 21 studies were included into further analysis. Extracted data contained information on general study properties, population, design, program format and outcomes of interest. A narrative synthesis was used to summarize detected results. Study quality was assessed for each individual study. A self-developed 18-item checklist combining criteria of two prior published tools was used to assess overall quality of quantitative studies. For qualitative studies a 10-item checklist by Kmet et al. [HTA Initiat, 2004] was applied. Eligible studies were designed for multiple health or allied health profession students, and varied widely regarding program format, duration, content, and assessed outcomes. Almost all (N = 19) interventions indicated improvements in knowledge, attitude, confidence and comfort levels or practical skills concerning care for transgender clients. Major limitations included the lack of long-term data, validated assessment tools, control groups and comparative studies. Training interventions contribute to prepare future health professionals to deliver competent and sensitive care and which may improve the prospective experienced health care reality of transgender individuals. However, currently there is no common consensus about best practice of education. Additionally, little is known about whether detected effects of training interventions translate into noticeable improvements for transgender clients. Further studies are warranted to assess the direct impact of specific interventions in the light of the respective target populations.

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Training healthcare professionals in LGBTI cultural competencies: Exploratory findings from the Health4LGBTI pilot project

Cited by 34 publications

References 25 publications

The Impact of Training in Transgender Care on Healthcare Providers Competence and Confidence: A Cross-Sectional Survey

The Impact of Training in Transgender Care on Healthcare Providers Competence and Confidence: A Cross-Sectional Survey

Ethical issues in participatory arts methods for young people with adverse childhood experiences

Delivering transgender-specific knowledge and skills into health and allied health studies and training: a systematic review

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