Using a Retreat to Develop a 4-Year Sexual Orientation and Gender Identity Curriculum

Ton, Hendry; Eidson-Ton, W. Suzanne; Iosif, Ana‐Maria; Sitkin, Nicole; Henderson, Shelly L.; Callahan, Edward J.

doi:10.1007/s40596-015-0474-y

Cited by 15 publications

(15 citation statements)

References 3 publications

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“…University of California Davis School of Medicine [22] No N/A Systems Included University of California San Diego School of Medicine [23] No…”

Section: Level Of Interventionmentioning

confidence: 99%

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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“…University of California Davis School of Medicine [22] No N/A Systems Included University of California San Diego School of Medicine [23] No…”

Section: Level Of Interventionmentioning

confidence: 99%

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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“…Some of these have taken the form of integration of multiple focused sessions [46]. One report documented the efforts of one school to develop a comprehensive, 4-year approach to LGBTQ/SGM education [47]. Another report documented how this same process happened within the context of one institution's curricular redesign [48].…”

Section: Undergraduate Medical Educationmentioning

confidence: 99%

Improving Clinical Education and Training on Sexual and Gender Minority Health

Streed

Davis

2018

Curr Sex Health Rep

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Purpose of Review Sexual and gender minority (SGM) populations, including lesbian, gay, bisexual, transgender, and queer (LGBTQ) individuals, continue to experience significant health and healthcare disparities. One mechanism proposed to address these disparities is improving the education of healthcare professionals. This narrative review summarizes recent trends specifically in medical education related to LGBTQ/SGM populations and highlights examples of curricular innovations. Recent Findings Efforts are described in all levels of medical education. The predominant contributions to literature include documenting the current state of education and patient care, including further defining gaps. There are many reports of educational efforts in various institutions, with reports of outcomes mostly in the domain of activity acceptability and learner selfefficacy. Interventions have been developed by both faculty and learners with broad acceptability and perceived value. Summary Existing publications continue to point out needed research in LGBTQ/SGM medical education. We also identify areas for additional innovation efforts.

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“…A recent report by Ton and colleagues noted the use of a daylong retreat to design a 4-year sexual orientation and gender identity (SOGI) curriculum [17]. Retreat activities included breaking into teams and tasking them with integrating multiple competencies into learning/assessment modules.…”

Section: Transgender Educational Models In Medical School Curriculumsmentioning

confidence: 99%

“…These were then presented to the group at large for establishing consensus. Participants completed pre-and post-surveys on their knowledge towards SOGI learning, and the database was reviewed 2 years later to reassess the curriculum [17].…”

Section: Transgender Educational Models In Medical School Curriculumsmentioning

confidence: 99%

A Call to Action: the Need for Integration of Transgender Topics in Psychiatry Education

2018

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Using a Retreat to Develop a 4-Year Sexual Orientation and Gender Identity Curriculum

Abstract: A focused and systematic retreat can be an effective tool for curriculum design and implementation.

Cited by 15 publications

References 3 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

Improving Clinical Education and Training on Sexual and Gender Minority Health

A Call to Action: the Need for Integration of Transgender Topics in Psychiatry Education

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