Using a Hybrid Lecture and Small-Group Standardized Patient Case to Teach the Inclusive Sexual History and Transgender Patient Care

Stumbar, Sarah E.; Garba, Nana Aisha; Stevens, Maria; Gray, Elizabeth; Uchimaya, Emiri; Bhoite, Prasad

doi:10.14423/smj.0000000000001197

Cited by 9 publications

(27 citation statements)

References 3 publications

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“…The most commonly reported barrier related to the training interventions was lack of appropriate educational materials (Park & Safer, 2018 ; Rosendale & Josephson, 2017 ; Vance et al, 2020 , 2021 ). Facilitation-related barriers primarily centered around the lack of expertise or experience among faculty or instructors to facilitate the training (Berenson et al, 2020 ; Biro et al, 2021 ; Block et al, 2020 ; Click et al, 2019 , 2020 ; Greene et al, 2017 ; Marshall et al, 2017 ; McCave et al, 2019 ; Park & Safer, 2018 ; Rosendale & Josephson, 2017 ; Sawning et al, 2017 ; Sequeira et al, 2012 ; Stumbar et al, 2021 ; Thompson et al, 2020 ; Ufomata et al, 2020 ; Vance et al, 2018 ) and availability of transgender simulation patients (Berenson et al, 2020 ; Biro et al, 2021 ; Block et al, 2020 ; Click et al, 2019 , 2020 ; Greene et al, 2017 ; Marshall et al, 2017 ; McCave et al, 2019 ; Park & Safer, 2018 ; Rosendale & Josephson, 2017 ; Sawning et al, 2017 ; Sequeira et al, 2012 ; Stumbar et al, 2021 ; Thompson et al, 2020 ; Ufomata et al, 2020 ; Vance et al, 2018 ). Low participation rates among certain subgroups (e.g., male and cisgender people) was the most reported barrier related to the audience (Braun et al, 2017 ; Minturn et al, 2021 ; Pathoulas et al, 2021 ).…”

Section: Resultsmentioning

confidence: 99%

“…Low participation rates among certain subgroups (e.g., male and cisgender people) was the most reported barrier related to the audience (Braun et al, 2017 ; Minturn et al, 2021 ; Pathoulas et al, 2021 ). Institutional/contextual barriers included time constraints in the majority of sources and costs associated with consultation, curriculum development, as well as recruiting and fairly compensating transgender simulation patients/guest speakers (Altneu et al, 2020 ; Bi et al, 2020 ; Biro et al, 2021 ; Braun et al, 2017 ; Click et al, 2019 ; Cooper et al, 2018 ; Kidd et al, 2016 ; Marshall et al, 2017 ; Minturn et al, 2021 ; Rosendale & Josephson, 2017 ; Roth et al, 2020 ; Salkind et al, 2019 ; Sawning et al, 2017 ; Stumbar et al, 2021 ; Ufomata et al, 2020 ; Underman et al, 2016 ; Vance et al, 2020 ; Ward-Gaines et al, 2021 ). Kidd and colleagues critiqued the limited effectiveness of ‘one-shot’ educational interventions, on which much of residency education relies, [which] may not necessarily result in sustained improvements” ( 2016 , p. 4).…”

Section: Resultsmentioning

confidence: 99%

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Transgender health content in medical education: a theory-guided systematic review of current training practices and implementation barriers & facilitators

Heesewijk

Kent

Grift

et al. 2022

Adv in Health Sci Educ

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Health disparities faced by transgender people are partly explained by barriers to trans-inclusive healthcare, which in turn are linked to a lack of transgender health education in medical school curricula. We carried out a theory-driven systematic review with the aim to (1) provide an overview of key characteristics of training initiatives and pedagogical features, and (2) analyze barriers and facilitators to implementing this training in medical education. We used queer theory to contextualize our findings. We searched the PubMed/Ovid MEDLINE database (October 2009 to December 2021) for original studies that reported on transgender content within medical schools and residency programs (N = 46). We performed a thematic analysis to identify training characteristics, pedagogical features, barriers and facilitators. Most training consisted of single-session interventions, with varying modes of delivery. Most interventions were facilitated by instructors with a range of professional experience and half covered general LGBT+-content. Thematic analysis highlighted barriers including lack of educational materials, lack of faculty expertise, time/costs constraints, and challenges in recruiting and compensating transgender guest speakers. Facilitators included scaffolding learning throughout the curriculum, drawing on expertise of transgender people and engaging learners in skills-based training. Sustainable implementation of transgender-health objectives in medical education faces persistent institutional barriers. These barriers are rooted in normative biases inherent to biomedical knowledge production, and an understanding of categories of sex and gender as uncomplicated. Medical schools should facilitate trans-inclusive educational strategies to combat transgender-health inequities, which should include a critical stance toward binary conceptualizations of sex and gender throughout the curriculum.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Transgender health content in medical education: a theory-guided systematic review of current training practices and implementation barriers & facilitators

Heesewijk

Kent

Grift

et al. 2022

Adv in Health Sci Educ

View full text Add to dashboard Cite

show abstract

“…The format of the 2020 session closely mirrored that of previous years, except for the fact that it was delivered via Zoom (Zoom Video Communications, San Jose, CA) and incorporated SGM actors. 13 For the 2020 session, students were given an online, optional postsession survey consisting of Likert-type questions and short-answer questions. The survey assessed students' perceptions as to whether the session increased their skills and knowledge related to the care of transgender people, whether the standardized patient case was realistic, and which part of the session had the most impact in relation to improving their knowledge, skills, and attitudes related to the care of transgender people.…”

Section: Methodsmentioning

confidence: 99%

“…Faculty were provided with background reading and a 1-hour training session before leading the small group. The format and outcomes of this session have been published previously 13 …”

Section: Methodsmentioning

confidence: 99%

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Integration of Sex and Gender Minority Standardized Patients into a Workshop on Gender-Inclusive Patient Care: Exploring Medical Student Perspectives

Stumbar¹,

Garba²,

Cruz³

et al. 2022

Southern Medical Journal

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Objectives: Sexual and gender minority (SGM) communities experience significant health disparities. Although coverage of health issues specific to these communities has increased in the undergraduate medical curriculum, there is still opportunity for improved teaching about sexual diversity and inclusive care. The goal of this study was to assess students' perceptions of and satisfaction with a half-day workshop focused on sexual history taking and transgender health. Methods:The second-year clinical skills course at the Florida International University Herbert Wertheim College of Medicine includes a sexual history workshop that starts with a 1-hour lecture on sexual history taking. This is followed by a faculty-facilitated small group session during which students interview an SGM patient and debrief about this experience. In 2020, for the first time, the standardized patients were members of the SGM community, and the session was on Zoom. Students completed an optional, anonymous postsession survey assessing the workshop.Results: Students overwhelmingly believed that the integration of SGM standardized patients into the session helped improve their knowledge, attitudes, and skills related to providing care for this population. They noted that the standardized patient interaction and debriefing were the most beneficial parts of the session.Conclusions: Given the positive feedback, future iterations of this session will continue to use the SGM community as standardized patients. In addition, student competency related to SGM patient care will be assessed through observed structured clinical examinations.

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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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Using a Hybrid Lecture and Small-Group Standardized Patient Case to Teach the Inclusive Sexual History and Transgender Patient Care

Cited by 9 publications

References 3 publications

Transgender health content in medical education: a theory-guided systematic review of current training practices and implementation barriers & facilitators

Transgender health content in medical education: a theory-guided systematic review of current training practices and implementation barriers & facilitators

Integration of Sex and Gender Minority Standardized Patients into a Workshop on Gender-Inclusive Patient Care: Exploring Medical Student Perspectives

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

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