Promoting Affirmative Transgender Health Care Practice Within Hospitals: An IPE Standardized Patient Simulation for Graduate Health Care Learners

Introduction Transgender patients frequently experience discrimination within health care settings due to provider lack of knowledge and bias resulting in poor service delivery. Team-based interprofessional collaboration is becoming a best practice for health professionals to improve patient-centere...

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Autores principales:	Emily L. McCave, Dennis Aptaker, Kimberly D. Hartmann, Rebecca Zucconi
Formato:	article
Lenguaje:	EN
Publicado:	Association of American Medical Colleges 2019
Materias:	Social Work Affirmative Practice Transgender Patient Communication Skills Cultural Competence Gender Identity Medicine (General) R5-920 Education L
Acceso en línea:	https://doaj.org/article/45b4545b96764051981d26edde1166c0
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spelling	oai:doaj.org-article:45b4545b96764051981d26edde1166c02021-11-22T13:59:15ZPromoting Affirmative Transgender Health Care Practice Within Hospitals: An IPE Standardized Patient Simulation for Graduate Health Care Learners10.15766/mep_2374-8265.108612374-8265https://doaj.org/article/45b4545b96764051981d26edde1166c02019-12-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.10861https://doaj.org/toc/2374-8265Introduction Transgender patients frequently experience discrimination within health care settings due to provider lack of knowledge and bias resulting in poor service delivery. Team-based interprofessional collaboration is becoming a best practice for health professionals to improve patient-centered care and address these health disparities. Methods A team-based interprofessional education simulation activity was developed as a teaching activity at a university for graduate health care learners in medicine, nursing, occupational therapy, physical therapy, physician assistant, social work, and health care administration programs over 2 years (N = 494). The simulation focused on a transgender patient brought to the emergency department (ED) after a workplace assault. Students were placed in interprofessional teams and asked to critique the initial ED interaction with the patient and then complete a team huddle and discharge planning meeting with a standardized patient. Student preparedness to engage in the Interprofessional Education Collaborative (IPEC) competencies was assessed through a posttest measure. Results Student learners reacted overwhelmingly positively to the activities of the workshop. The averaging of 2 years of data yielded students responses of strongly agree and agree at 90% or higher for all IPEC core competencies, as well as for educational objectives of the workshop. Discussion Reducing the structural, interpersonal, and individual stigma experienced by transgender patients requires institutions to offer experiential learning opportunities for future health care providers. This interprofessional education simulation experience focusing on transgender patients calls attention to the negative impact of stigma while also promoting competency in interprofessional practice.Emily L. McCaveDennis AptakerKimberly D. HartmannRebecca ZucconiAssociation of American Medical CollegesarticleSocial WorkAffirmative PracticeTransgender PatientCommunication SkillsCultural CompetenceGender IdentityMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 15 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	Social Work Affirmative Practice Transgender Patient Communication Skills Cultural Competence Gender Identity Medicine (General) R5-920 Education L
spellingShingle	Social Work Affirmative Practice Transgender Patient Communication Skills Cultural Competence Gender Identity Medicine (General) R5-920 Education L Emily L. McCave Dennis Aptaker Kimberly D. Hartmann Rebecca Zucconi Promoting Affirmative Transgender Health Care Practice Within Hospitals: An IPE Standardized Patient Simulation for Graduate Health Care Learners
description	Introduction Transgender patients frequently experience discrimination within health care settings due to provider lack of knowledge and bias resulting in poor service delivery. Team-based interprofessional collaboration is becoming a best practice for health professionals to improve patient-centered care and address these health disparities. Methods A team-based interprofessional education simulation activity was developed as a teaching activity at a university for graduate health care learners in medicine, nursing, occupational therapy, physical therapy, physician assistant, social work, and health care administration programs over 2 years (N = 494). The simulation focused on a transgender patient brought to the emergency department (ED) after a workplace assault. Students were placed in interprofessional teams and asked to critique the initial ED interaction with the patient and then complete a team huddle and discharge planning meeting with a standardized patient. Student preparedness to engage in the Interprofessional Education Collaborative (IPEC) competencies was assessed through a posttest measure. Results Student learners reacted overwhelmingly positively to the activities of the workshop. The averaging of 2 years of data yielded students responses of strongly agree and agree at 90% or higher for all IPEC core competencies, as well as for educational objectives of the workshop. Discussion Reducing the structural, interpersonal, and individual stigma experienced by transgender patients requires institutions to offer experiential learning opportunities for future health care providers. This interprofessional education simulation experience focusing on transgender patients calls attention to the negative impact of stigma while also promoting competency in interprofessional practice.
format	article
author	Emily L. McCave Dennis Aptaker Kimberly D. Hartmann Rebecca Zucconi
author_facet	Emily L. McCave Dennis Aptaker Kimberly D. Hartmann Rebecca Zucconi
author_sort	Emily L. McCave
title	Promoting Affirmative Transgender Health Care Practice Within Hospitals: An IPE Standardized Patient Simulation for Graduate Health Care Learners
title_short	Promoting Affirmative Transgender Health Care Practice Within Hospitals: An IPE Standardized Patient Simulation for Graduate Health Care Learners
title_full	Promoting Affirmative Transgender Health Care Practice Within Hospitals: An IPE Standardized Patient Simulation for Graduate Health Care Learners
title_fullStr	Promoting Affirmative Transgender Health Care Practice Within Hospitals: An IPE Standardized Patient Simulation for Graduate Health Care Learners
title_full_unstemmed	Promoting Affirmative Transgender Health Care Practice Within Hospitals: An IPE Standardized Patient Simulation for Graduate Health Care Learners
title_sort	promoting affirmative transgender health care practice within hospitals: an ipe standardized patient simulation for graduate health care learners
publisher	Association of American Medical Colleges
publishDate	2019
url	https://doaj.org/article/45b4545b96764051981d26edde1166c0
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Promoting Affirmative Transgender Health Care Practice Within Hospitals: An IPE Standardized Patient Simulation for Graduate Health Care Learners

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