Twelve tips for incorporating and teaching sexual and gender minority health in medical school curricula

Solotke, Michael T.; Sitkin, Nicole; Schwartz, Michael L.; Encandela, John

doi:10.1080/0142159x.2017.1407867

Cited by 35 publications

(32 citation statements)

References 24 publications

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“…Findings from this study support past research that has demonstrated the importance of collaboration in curricular change through stakeholder engagement [42] and the impact of aligning formal and hidden curricula [49][50][51][52]. Collaboration was reported to bolster curricular integration and sustainability of SGM curricula.…”

Section: Discussionsupporting

confidence: 83%

Implementation of sexual and gender minority health curricula in health care professional schools: a qualitative study

Pratt-Chapman

2020

BMC Med Educ

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Background: Lesbian, gay, bisexual, transgender, queer, and intersex people-inclusively termed "sexual and gender minorities"-have unique health and health care needs that are not being met by most healthcare providers due to lack of training in health care professional schools. The purpose of this qualitative study was to examine implementation factors for advancing sexual and gender minority health professional student curricula in academic settings. Methods: Semi-structured interviews guided by the Consolidated Framework for Implementation Research (CFIR) were conducted with sixteen curricular champions to identify factors relevant to curricular adoption, integration, and sustainment. Themes were coded using a hybrid of deductive and inductive approaches and reported using major CFIR domains. Results: Facilitators supporting implementation of sexual and gender minority health curricula included collaboration among multiple stakeholders, alignment of formal and hidden curricula, fostering an organizational culture that valued inclusion and diversity, engagement with external subject matter experts or faculty with content expertise, and thoughtful and inclusive planning. Conclusion: This study contributes to health care professional education research as well as to implementation science. Facilitators that were identified in this study can be used to increase the adoption, integration, and sustainment of sexual and gender minority health curricula in diverse academic settings.

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Section: Discussionsupporting

confidence: 83%

Implementation of sexual and gender minority health curricula in health care professional schools: a qualitative study

Pratt-Chapman

2020

BMC Med Educ

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“…Particularly in Japan, incorporating a curriculum on SGM issues in medical schools is crucial to alleviating stigma among healthcare providers. However, even in Western countries, incorporating healthcare for SGM patients into the curriculum is not an easy task, and a variety of efforts have been made to overcome this challenge [22]. At present, only two Japanese medical schools shared outlines of their SGM lectures [23,24].…”

Section: Introductionmentioning

confidence: 99%

Prevalence and curriculum of sexual and gender minority education in Japanese medical school and future direction

Yamazaki

Aoki

Otaki

2020

Medical Education Online

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Background: In Japan, sexual and gender minorities (SGM) remain stigmatized, provoking hospital access barriers and health disparities from judgmental care. Japan's Westerninfluenced introduction of SGM course content into medical education for future physicians addresses these disparities, although often perfunctorily and inconsistently. Objective: To examine the prevalence and characteristics of medical education curriculum with respect to SGM patients, we surveyed medical schools. Methods: A medical education faculty member from each of 80 Japanese medical schools received double postcards to identify relevant SGM coursework. Upon acknowledgement, 43 schools received seven-item anonymous questionnaires in March 2018. Survey results were analyzed from the perspective of three of the qualities and abilities required of a physician -Patient Care, Knowledge for Practice, and Professionalism from Japan's Medical Core Curriculumto develop recommendations for outcomes-based SGM curriculum through the lens of Van Melle's medical education framework. Results: The response rate was 46%, with 22 schools providing SGM lectures mostly to firstand third-year students. Obstetrics and Gynecology, Neuropsychiatry, and Introduction to Medicine lectures were the top three subjects offering SGM lectures, primarily consisting of basic knowledge of SGM and Differences in Sex Development. Several lectures addressed the health challenges of SGM. Primary reasons for not offering SGM lectures were lack of suitable instructors or no school policies. Conclusions: Students can best experience the humanity of SGM patients and employ more appropriate diagnostic practices and modes of treatment with targeted curriculum to address SGM health disparities and inclusion of SGM patients in clinical practice training. To disseminate SGM education in Japanese medical schools, development of qualified instructors and policies is essential, employing currently active experts. The Van Melle reforms framework can guide in the development of recommended tailored learning experiences and lectures for improved and expanded SGM education, integrating appropriate coursework within current medical core curriculum structure. ARTICLE HISTORY

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“…Investigations in the USA, Canada, and South Africa medical schools showed even those students who reported being comfortable about caring for LGBT persons feel unprepared to deal with their specific health issues 54,55 . Solotke et al 56 discussed strategies for incorporating and teaching sexual and gender minority health curricular content in undergraduate education and highlighted that the existence of logistical and structural barriers and difficulties in identifying effective pedagogical methods for teaching sexual and gender minority topics. Based on their real-life experience, the authors provide 12 tips to help educators incorporate sexual and gender minority content in curricula, such as creating a common language around sexual orientation and gender identity; distributing sexual and gender minority health content throughout the curriculum; exploring the complexities of questioning, exploring, and forming a sexual and gender minority identity and their relevance to health; and presenting sexual and gender minority population-specific health content.…”

Section: Genitourinary Sexual Health Ormentioning

confidence: 99%

“…Based on their real-life experience, the authors provide 12 tips to help educators incorporate sexual and gender minority content in curricula, such as creating a common language around sexual orientation and gender identity; distributing sexual and gender minority health content throughout the curriculum; exploring the complexities of questioning, exploring, and forming a sexual and gender minority identity and their relevance to health; and presenting sexual and gender minority population-specific health content. These proposals clarify that approaching LGBT health topics is not an exclusive task of specific disciplines within the curricula (e.g., gynecology in the context of lesbian women) and that students need longitudinal opportunities to develop skills to improve care for the LGBT community 56 .…”

Section: Genitourinary Sexual Health Ormentioning

confidence: 99%

Prevalence of sexually transmitted infections and bacterial vaginosis among lesbian women: systematic review and recommendations to improve care

Takemoto¹,

Menezes²,

Andreucci

et al. 2019

Cad. Saúde Pública

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Our aim was to systematically review data about the risk of sexually transmitted infections (STI) and bacterial vaginosis among lesbian women and to suggest strategies to improve prevention, diagnosis and treatment. A search strategy for lesbian, STI and bacterial vaginosis was applied to PubMed, LILACS and BDENF databases. Of 387 unique references retrieved, 22 fulfilled the inclusion criteria (cross-sectional studies reporting prevalence for 8 STIs/bacterial vaginosis and history of a STI). The most frequent infection reported was bacterial vaginosis, and none study reported data on hepatitis B. A wide range of prevalence was observed for most infections. In terms of risk factors, the number of sexual partners, the past or current smoking, a history of forced sex and sexual stigma seem to increase the risk of STI and bacterial vaginosis. The findings of this review are discussed considering guidelines directly addressing the LGBT community’s health and relevant studies investigating both safe sexual practices and the intricate relationship between LGBT people and their care providers. A set of recommendations to improve preventive care for lesbian women is proposed. Affirming that little is known about the extent of STIs and bacterial vaginosis transmission in female-to-female sexual activities or about the risk factors for STI and bacterial vaginosis among lesbian women is reasonable. In fact, the overall quality of the studies was low or very low with significant uncertainty around their findings. However, we consider that the available knowledge indicates some paths to be followed by care providers and policy decision-makers to improve their actions towards better sexual health of lesbian women.

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Twelve tips for incorporating and teaching sexual and gender minority health in medical school curricula

Cited by 35 publications

References 24 publications

Implementation of sexual and gender minority health curricula in health care professional schools: a qualitative study

Implementation of sexual and gender minority health curricula in health care professional schools: a qualitative study

Prevalence and curriculum of sexual and gender minority education in Japanese medical school and future direction

Prevalence of sexually transmitted infections and bacterial vaginosis among lesbian women: systematic review and recommendations to improve care

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