Interprofessional LGBT Health Equity Education for Early Learners

Introduction The eQuality project at the University of Louisville aims to train future physicians to deliver equitable quality care for all people by creating an integrated educational model utilizing the competencies identified in the AAMC's Implementing Curricular and Institutional Climate Ch...

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Autores principales:	Katie F. Leslie, Stacie Steinbock, Ryan Simpson, V. Faye Jones, Susan Sawning
Formato:	article
Lenguaje:	EN
Publicado:	Association of American Medical Colleges 2017
Materias:	Interprofessional Education Interprofessional Relations Health Services for Transgender Persons Health Equity Hereditary Sexual Minorities Medicine (General) R5-920 Education L
Acceso en línea:	https://doaj.org/article/9e1d48a76fff47e283abdd49d75a8e52
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spelling	oai:doaj.org-article:9e1d48a76fff47e283abdd49d75a8e522021-12-03T14:16:59ZInterprofessional LGBT Health Equity Education for Early Learners10.15766/mep_2374-8265.105512374-8265https://doaj.org/article/9e1d48a76fff47e283abdd49d75a8e522017-03-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.10551https://doaj.org/toc/2374-8265Introduction The eQuality project at the University of Louisville aims to train future physicians to deliver equitable quality care for all people by creating an integrated educational model utilizing the competencies identified in the AAMC's Implementing Curricular and Institutional Climate Changes to Improve Health Care for Individuals Who Are LGBT, Gender Nonconforming, or Born With DSD. This foundational interprofessional health equity session for early learners addresses knowledge and attitude milestones relating to interprofessional collaboration, professionalism, and systems-based practice competencies for lesbian, gay, bisexual, and transgender (LGBT) populations. Methods First-year medical students were assigned to interprofessional teams of approximately 10 health sciences students each. Students participated in a 75-minute session utilizing a group case study activity, including a systems lecture exploring social determinants and community resources related to LGBT health. Students collaboratively discussed the case and recorded strategies for optimal patient care. The Readiness for Interprofessional Learning Scale and health disparities attitudes and knowledge scales were administered pre-/postsession. Results One hundred fifty-eight first-year medical students participated in the session. Posttest scores reflected an improvement for all disparities knowledge items (p < .001), and an increased interest in working with other health professions students on future projects (p < .001). Changes in attitudes toward systemic and social factors affecting health were also observed. However, content analysis of worksheets revealed that only 36% of teams identified specific action steps for the case scenarios. Discussion This session was effective in improving knowledge and attitudes related to LGBT health equity and interprofessional education.Katie F. LeslieStacie SteinbockRyan SimpsonV. Faye JonesSusan SawningAssociation of American Medical CollegesarticleInterprofessional EducationInterprofessional RelationsHealth Services for Transgender PersonsHealth EquityHereditarySexual MinoritiesMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 13 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	Interprofessional Education Interprofessional Relations Health Services for Transgender Persons Health Equity Hereditary Sexual Minorities Medicine (General) R5-920 Education L
spellingShingle	Interprofessional Education Interprofessional Relations Health Services for Transgender Persons Health Equity Hereditary Sexual Minorities Medicine (General) R5-920 Education L Katie F. Leslie Stacie Steinbock Ryan Simpson V. Faye Jones Susan Sawning Interprofessional LGBT Health Equity Education for Early Learners
description	Introduction The eQuality project at the University of Louisville aims to train future physicians to deliver equitable quality care for all people by creating an integrated educational model utilizing the competencies identified in the AAMC's Implementing Curricular and Institutional Climate Changes to Improve Health Care for Individuals Who Are LGBT, Gender Nonconforming, or Born With DSD. This foundational interprofessional health equity session for early learners addresses knowledge and attitude milestones relating to interprofessional collaboration, professionalism, and systems-based practice competencies for lesbian, gay, bisexual, and transgender (LGBT) populations. Methods First-year medical students were assigned to interprofessional teams of approximately 10 health sciences students each. Students participated in a 75-minute session utilizing a group case study activity, including a systems lecture exploring social determinants and community resources related to LGBT health. Students collaboratively discussed the case and recorded strategies for optimal patient care. The Readiness for Interprofessional Learning Scale and health disparities attitudes and knowledge scales were administered pre-/postsession. Results One hundred fifty-eight first-year medical students participated in the session. Posttest scores reflected an improvement for all disparities knowledge items (p < .001), and an increased interest in working with other health professions students on future projects (p < .001). Changes in attitudes toward systemic and social factors affecting health were also observed. However, content analysis of worksheets revealed that only 36% of teams identified specific action steps for the case scenarios. Discussion This session was effective in improving knowledge and attitudes related to LGBT health equity and interprofessional education.
format	article
author	Katie F. Leslie Stacie Steinbock Ryan Simpson V. Faye Jones Susan Sawning
author_facet	Katie F. Leslie Stacie Steinbock Ryan Simpson V. Faye Jones Susan Sawning
author_sort	Katie F. Leslie
title	Interprofessional LGBT Health Equity Education for Early Learners
title_short	Interprofessional LGBT Health Equity Education for Early Learners
title_full	Interprofessional LGBT Health Equity Education for Early Learners
title_fullStr	Interprofessional LGBT Health Equity Education for Early Learners
title_full_unstemmed	Interprofessional LGBT Health Equity Education for Early Learners
title_sort	interprofessional lgbt health equity education for early learners
publisher	Association of American Medical Colleges
publishDate	2017
url	https://doaj.org/article/9e1d48a76fff47e283abdd49d75a8e52
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Interprofessional LGBT Health Equity Education for Early Learners

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