University of Charleston School of Pharmacy, Charleston, West Virginia
Virginia Commonwealth University, School of Pharmacy, Richmond, Virginia.
Am J Pharm Educ. 2022 Aug;86(6):8569. doi: 10.5688/ajpe8569. Epub 2021 Oct 25.
To assess the impact of novel skills-based laboratory exercises on first-, second-, and third-year pharmacy students' confidence and knowledge regarding care for people identifying as lesbian, gay, bisexual, transgender, queer, intersex, asexual, and other (LGBTQIA+). An LGBTQIA+ lecture discussing pronouns, common terminology, health disparities, health screenings, and gender-affirming hormone therapy was presented to students. During laboratory sessions, students applied lecture topics via a learning level-specific activity. Students completed a pre- and post-activity survey assessing their knowledge, confidence, and activity experience. Seventy-nine students (N=348) completed both the pre- and post-activity survey. Students' overall increase in knowledge scores was significant, with improvement in four out of six questions among each cohort. A significant increase was seen in students understanding of the role of the pharmacist, their confidence in caring for LGBTQIA+ patients, and their comfort with using appropriate terminology. Most students (92%) agreed or strongly agreed that learning about LGBTQIA+ patient care was a positive experience, while 74% agreed that additional education on LGBTQIA+ patients is needed within their pharmacy curriculum. After a brief skills-based laboratory course, students' knowledge and confidence in caring for LGBTQIA+ patients improved; however, students agreed that more exposure was necessary. Future studies will follow students as they progress through the curriculum to determine the impact of exposure to LGBTQIA+ content across all three didactic years.
评估新型基于技能的实验室练习对药学专业一、二、三年级学生在照顾自认为是女同性恋、男同性恋、双性恋、跨性别、酷儿、双性人、无性恋和其他（LGBTQIA+）人群方面的信心和知识的影响。我们向学生们介绍了一场关于 LGBTQIA+的讲座，其中讨论了代词、常用术语、健康差距、健康筛查和性别肯定激素治疗。在实验室课程中，学生们通过特定于学习水平的活动应用讲座主题。学生们在活动前后完成了一份调查，评估他们的知识、信心和活动体验。79 名学生（N=348）完成了活动前后的调查。学生的整体知识得分显著提高，每个年级的六个问题中有四个问题都有所改善。学生对药剂师角色的理解、照顾 LGBTQIA+患者的信心以及使用适当术语的舒适度都有显著提高。大多数学生（92%）同意或强烈同意学习 LGBTQIA+患者护理是一次积极的体验，而 74%的学生同意他们的药学课程中需要增加有关 LGBTQIA+患者的教育。在短暂的基于技能的实验室课程之后，学生在照顾 LGBTQIA+患者方面的知识和信心有所提高；但是，学生们认为还需要更多的接触。未来的研究将跟踪学生在整个课程中的进展，以确定在所有三个理论学年中接触 LGBTQIA+内容对学生的影响。
