Taylor Anna K, Condry Hannah, Cahill David
Faculty of Health Sciences, University of Bristol, Avon, UK.
Clin Teach. 2018 Apr;15(2):141-144. doi: 10.1111/tct.12647. Epub 2017 Apr 12.
Lesbian, gay, bisexual and transgender (LGBT) patients represent an important proportion of the population. Despite the health inequalities and barriers to health care noted within this group, there is little evidence of LGBT-focused education within medicine, dentistry or nursing. We introduced and evaluated the effect of a half-day teaching session focused on LGBT health care, delivered to year-2 students.
Initial informal discussion with year-2 and year-3 students suggested that the awareness of health inequalities other than sexual health was limited, and that students had little awareness of other issues such as gender dysphoria and heterosexism. We therefore targeted these areas when developing the material. There is little evidence of LGBT-focused education within medicine, dentistry or nursing INNOVATION: The session was divided into two sections: a lecture and a workshop. The lecture provided an introduction to issues around legislation, transgender health and health inequalities, whereas the workshops involved a role-play focused on gender dysphoria, followed by small group discussions on topics such as heterosexism and sexual identity. Volunteer peer facilitators, some of whom identified as LGBT, undertook a 2-hour training session to ensure that they were comfortable with both the material and the group facilitation. Students completed a short questionnaire before and after the session.
Feedback was gathered from 350 students between 2012 and 2015. Sixty-nine per cent of students rated their competency level higher after the workshop, suggesting that they felt better prepared to consult with LGBT patients. Written comments suggested that the sessions are useful for students in terms of improving awareness of health inequalities and enabling consultation skills practice in an informal environment.
女同性恋、男同性恋、双性恋和跨性别（LGBT）患者在人口中占相当大的比例。尽管该群体存在健康不平等和医疗保健障碍，但在医学、牙科或护理领域，针对LGBT的教育却很少。我们引入并评估了一场面向二年级学生的、为期半天的LGBT医疗保健教学课程的效果。
与二年级和三年级学生的初步非正式讨论表明，除性健康外，学生对其他健康不平等问题的认识有限，并且对性别焦虑症和异性恋主义等其他问题几乎没有认识。因此，我们在编写材料时针对了这些领域。在医学、牙科或护理领域，几乎没有针对LGBT的教育。创新：该课程分为两个部分：讲座和研讨会。讲座介绍了立法、跨性别健康和健康不平等方面的问题，而研讨会则包括一个针对性别焦虑症的角色扮演，随后是关于异性恋主义和性身份等主题的小组讨论。志愿者同伴辅导员（其中一些人认同自己为LGBT）参加了为期2小时的培训课程，以确保他们对材料和小组引导都感到得心应手。学生们在课程前后完成了一份简短的问卷。
在2012年至2015年期间收集了350名学生的反馈。69%的学生在研讨会后对自己的能力水平评价更高，这表明他们觉得自己在为LGBT患者提供咨询方面准备得更好了。书面评论表明，这些课程对学生提高对健康不平等的认识以及在非正式环境中练习咨询技巧很有帮助。
