Karsenti Nessika, Chambers Jason, Espinosa Aldo
Schulich School of Medicine and Dentistry, Western University, 1151 Richmond St., London, ON Canada.
Department of Anesthesia, Schulich School of Medicine and Dentistry, Western University, London, ON Canada.
Med Sci Educ. 2023 Jul 7;33(4):813-824. doi: 10.1007/s40670-023-01831-x. eCollection 2023 Aug.
Medical schools have been striving to equip students with the tools and skills needed to serve patients from the LGBTQ + community, also called the Sexual and Gender Minority (SGM) community. This study aims to assess student comfort with providing care, and faculty knowledge and preparedness in delivering SGM-centered education at our home institution. We conducted two mixed-methods surveys, one geared towards medical students across four years of study and one towards medicine faculty. Each survey collected first demographic information about participants, then used a validated tool to assess knowledge of the SGM community. The qualitative component of both surveys then consisted of a needs assessment to determine what students felt should be changed about their curriculum, and what faculty felt should change about their training to deliver this curriculum. We received 26 student responses from all 4 years of study and 35 faculty responses from a variety of medical specialties. Difference in knowledge assessment scores was not statistically significant across both cohorts. Most students felt overall comfortable providing care for sexual minority individuals, and faculty similarly felt comfortable teaching, but data showcases that perceived comfort is higher among the student cohort. We propose that students are acquiring knowledge and comfort with providing for SGM individuals from sources outside their curriculum, and that additional training of faculty is vital to ensure students not doing this independent learning do not fall through the cracks.
The online version contains supplementary material available at 10.1007/s40670-023-01831-x.
医学院一直在努力为学生提供服务 LGBTQ+ 群体（也称为性与性别少数群体，即 SGM 群体）患者所需的工具和技能。本研究旨在评估本校学生在提供护理方面的舒适度，以及教师在开展以 SGM 为中心的教育方面的知识和准备情况。我们进行了两项混合方法调查，一项针对四年制医学专业学生，另一项针对医学教师。每项调查首先收集参与者的人口统计学信息，然后使用经过验证的工具评估对 SGM 群体的了解程度。两项调查的定性部分均包括需求评估，以确定学生认为其课程应做出哪些改变，以及教师认为在提供该课程的培训方面应做出哪些改变。我们收到了来自四年制学习的所有学生的 26 份回复，以及来自各个医学专业的 35 份教师回复。两个群体在知识评估分数上的差异无统计学意义。大多数学生总体上对为性少数群体个体提供护理感到自在，教师同样对教学感到自在，但数据表明学生群体中的这种感知舒适度更高。我们认为，学生正在从课程之外的来源获取为 SGM 个体提供护理的知识并感到自在，并且对教师进行额外培训对于确保那些没有进行这种自主学习的学生不掉队至关重要。
在线版本包含可在 10.1007/s40670-023-01831-x 上获取的补充材料。
