Dr. Kiran C. Patel College of Allopathic Medicine, Department of Medical Education, Nova Southeastern University, Fort Lauderdale, FL, United States.
Boonshoft School of Medicine, Wright State University, Dayton, OH, United States.
Front Public Health. 2023 Jan 4;10:993461. doi: 10.3389/fpubh.2022.993461. eCollection 2022.
Lesbian, Gay, Bi-sexual, Transgender, Questioning, Intersex, and Asexual (LGBTQIA+) patients report experiences of discrimination within healthcare settings due to a lack of provider knowledge and biases of healthcare workers. There is an identified need among all health professions to provide more culturally competent healthcare for this community. Early interventions during healthcare profession training programs may be effective to address this need. The overall goal of this study was to assess the educational impact of an active learning session that was specifically designed to enhance LGBTQIA+ cultural competency awareness using an interprofessional setting.
This 2-year study involved students from 16 healthcare professional programs joining virtually to form interprofessional teams. A small group case-based learning approach was used and included pre/post-activity surveys to measure the change in student attitude and confidence, as well as the change in perception of the importance of the activity.
Results indicate an increase in perception of importance ( < 0.005) and in overall level of confidence ( < 0.001) with respect to LGBTQIA+ issues post-session. Key themes established through the session represent an overall recognition of the importance of interprofessional education and awareness of LGBTQIA+ healthcare needs.
The results demonstrate the effectiveness of a case-based approach for enhancing cultural competency awareness across different healthcare professions programs. This session also provided an interprofessional learning environment to allow multiple healthcare professions program students to interact and share perspectives. The positive impact of this intervention in a highly collaborative virtual learning environment also highlights that this immersive active learning approach that can be adopted across different programs and institutions.
女同性恋、男同性恋、双性恋、跨性别、疑问、间性人和无性恋（LGBTQIA+）患者报告称，由于医护人员知识匮乏和偏见，他们在医疗保健环境中经历了歧视。所有医疗保健专业都需要为这个群体提供更具文化能力的医疗保健。在医疗保健专业培训计划中早期进行干预可能是解决这一需求的有效方法。这项研究的总体目标是评估专门设计的使用跨专业设置来增强 LGBTQIA+文化能力意识的主动学习课程的教育效果。
这项为期两年的研究涉及来自 16 个医疗保健专业项目的学生，他们通过虚拟方式组成跨专业团队。采用小组案例学习方法，并进行活动前后调查，以衡量学生态度和信心的变化，以及对活动重要性的看法的变化。
结果表明，在课后，学生对 LGBTQIA+问题的重要性的看法（<0.005）和总体信心水平（<0.001）均有所提高。通过课程确定的主要主题代表了对跨专业教育和对 LGBTQIA+医疗保健需求的认识的重要性的总体认识。
结果表明，基于案例的方法对于提高不同医疗保健专业项目的文化能力意识是有效的。本课程还提供了一个跨专业学习环境，使多个医疗保健专业项目的学生能够互动并分享观点。在高度协作的虚拟学习环境中，这种干预措施的积极影响也突显了这种沉浸式主动学习方法可以在不同的项目和机构中采用。
