Improving the LGBTQ2S+ cultural competency of healthcare trainees: advancing health professional education.

Background: Lesbian, Gay, Bisexual, Trans, Queer, and Two-spirit (LGBTQ2S+) populations experience worse health outcomes compared to age-matched heterosexual and cisgender peers. Health professionals’ deficient knowledge and negative attitudes can contribute to these inequities. Healthcare trainees...

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Autores principales:	Matthew Lee, Elisabet Tasa-Vinyals, Jacqueline Gahagan
Formato:	article
Lenguaje:	EN
Publicado:	Canadian Medical Education Journal 2020
Materias:	Education (General) L7-991 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/3fa0660d8763493b92cd46c3a7d36ddb
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spelling	oai:doaj.org-article:3fa0660d8763493b92cd46c3a7d36ddb2021-12-01T22:38:15ZImproving the LGBTQ2S+ cultural competency of healthcare trainees: advancing health professional education. 10.36834/cmej.678701923-1202https://doaj.org/article/3fa0660d8763493b92cd46c3a7d36ddb2020-12-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/67870https://doaj.org/toc/1923-1202 Background: Lesbian, Gay, Bisexual, Trans, Queer, and Two-spirit (LGBTQ2S+) populations experience worse health outcomes compared to age-matched heterosexual and cisgender peers. Health professionals’ deficient knowledge and negative attitudes can contribute to these inequities. Healthcare trainees report insufficient LGBTQS2+ cultural competence training. Methods: In this prospective, mixed-methods pre-post design, Atlantic Canadian health students were tested on knowledge, attitudes and self-reported behaviours towards LGBTQ2S+ populations in healthcare settings. Assessment included psychometric measurements and clinical cases involving normative and non-normative fictional patients. Participants were randomised to intervention or control groups. The intervention consisted of three training sessions lead by LGBTQ2S+ experts and elders from the community. The control group continued with usual training. Full assessment was repeated after training. We also held focus group discussions with students and faculty. Results: The intervention group significantly improved attitudes toward and knowledge of LGBTQ2S+ populations and changed relevant aspects of their performance in the simulated clinical situations. Focus groups identified key gaps in current local training. Conclusions: Integrating specific training related to LGBTQ2S+ health within health professions programs is an important step toward improving these populations’ accessibility to a competent, exhaustive and nurturing healthcare. Additional research on innovative means to expand and broaden the scope of our training is warranted. Matthew LeeElisabet Tasa-VinyalsJacqueline GahaganCanadian Medical Education JournalarticleEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 12, Iss 1 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Education (General) L7-991 Medicine (General) R5-920
spellingShingle	Education (General) L7-991 Medicine (General) R5-920 Matthew Lee Elisabet Tasa-Vinyals Jacqueline Gahagan Improving the LGBTQ2S+ cultural competency of healthcare trainees: advancing health professional education.
description	Background: Lesbian, Gay, Bisexual, Trans, Queer, and Two-spirit (LGBTQ2S+) populations experience worse health outcomes compared to age-matched heterosexual and cisgender peers. Health professionals’ deficient knowledge and negative attitudes can contribute to these inequities. Healthcare trainees report insufficient LGBTQS2+ cultural competence training. Methods: In this prospective, mixed-methods pre-post design, Atlantic Canadian health students were tested on knowledge, attitudes and self-reported behaviours towards LGBTQ2S+ populations in healthcare settings. Assessment included psychometric measurements and clinical cases involving normative and non-normative fictional patients. Participants were randomised to intervention or control groups. The intervention consisted of three training sessions lead by LGBTQ2S+ experts and elders from the community. The control group continued with usual training. Full assessment was repeated after training. We also held focus group discussions with students and faculty. Results: The intervention group significantly improved attitudes toward and knowledge of LGBTQ2S+ populations and changed relevant aspects of their performance in the simulated clinical situations. Focus groups identified key gaps in current local training. Conclusions: Integrating specific training related to LGBTQ2S+ health within health professions programs is an important step toward improving these populations’ accessibility to a competent, exhaustive and nurturing healthcare. Additional research on innovative means to expand and broaden the scope of our training is warranted.
format	article
author	Matthew Lee Elisabet Tasa-Vinyals Jacqueline Gahagan
author_facet	Matthew Lee Elisabet Tasa-Vinyals Jacqueline Gahagan
author_sort	Matthew Lee
title	Improving the LGBTQ2S+ cultural competency of healthcare trainees: advancing health professional education.
title_short	Improving the LGBTQ2S+ cultural competency of healthcare trainees: advancing health professional education.
title_full	Improving the LGBTQ2S+ cultural competency of healthcare trainees: advancing health professional education.
title_fullStr	Improving the LGBTQ2S+ cultural competency of healthcare trainees: advancing health professional education.
title_full_unstemmed	Improving the LGBTQ2S+ cultural competency of healthcare trainees: advancing health professional education.
title_sort	improving the lgbtq2s+ cultural competency of healthcare trainees: advancing health professional education.
publisher	Canadian Medical Education Journal
publishDate	2020
url	https://doaj.org/article/3fa0660d8763493b92cd46c3a7d36ddb
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Improving the LGBTQ2S+ cultural competency of healthcare trainees: advancing health professional education.

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