First year medical student experiences with a clinical skills seminar emphasizing sexual and gender minority population complexity

Purpose: Patients identifying as sexual and gender minorities (SGMs) face healthcare barriers. This problem is partly due to medical training.1 We evaluated first year medical student experiences during a novel four-hour seminar, in which students answered discussion questions, participated in peer...

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Autores principales:	Laurence Biro, Kaiwen Song, Joyce Nyhof-Young
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/dcaf09f0e70b4673b8fac8dea8ffee83
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spelling	oai:doaj.org-article:dcaf09f0e70b4673b8fac8dea8ffee832021-12-01T22:38:19ZFirst year medical student experiences with a clinical skills seminar emphasizing sexual and gender minority population complexity10.36834/cmej.704961923-1202https://doaj.org/article/dcaf09f0e70b4673b8fac8dea8ffee832020-11-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/70496https://doaj.org/toc/1923-1202 Purpose: Patients identifying as sexual and gender minorities (SGMs) face healthcare barriers. This problem is partly due to medical training.1 We evaluated first year medical student experiences during a novel four-hour seminar, in which students answered discussion questions, participated in peer role-plays, and interviewed two standardized patients Method: A constructivist qualitative design employed audio-recorded and transcribed student focus groups. Using generic content analysis, transcripts were iteratively coded, emergent categories identified, sensitizing concepts applied, and a thematic framework created. Results: Thirty-five students (71% female) participated in five focus groups. Two themes were developed: SGM bias (faculty, standardized patients [SPs], students, curriculum), and Adaptive Expertise in Clinical Skills (case complexity, learner support, skill development). SPs identifying as SGM brought authenticity and lived experience to their roles. Preceptor variability impacted student learning. Students were concerned when a lack of faculty SGM knowledge accompanied negative biases. Complex SP cases promoted cognitive integration and preparation for clinical work. Conclusions: These students placed importance on the lived experiences of SGM community members. Persistent prejudices amongst faculty negatively influenced student learning. Complex SP cases can promote student adaptive expertise, but risk unproductive learning failures. The lessons learned have implications for clinical skills teaching, learning about minority populations, and medical and health professions education in general. Laurence BiroKaiwen SongJoyce Nyhof-YoungCanadian Medical Education JournalarticleEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 12, Iss 2 (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 Laurence Biro Kaiwen Song Joyce Nyhof-Young First year medical student experiences with a clinical skills seminar emphasizing sexual and gender minority population complexity
description	Purpose: Patients identifying as sexual and gender minorities (SGMs) face healthcare barriers. This problem is partly due to medical training.1 We evaluated first year medical student experiences during a novel four-hour seminar, in which students answered discussion questions, participated in peer role-plays, and interviewed two standardized patients Method: A constructivist qualitative design employed audio-recorded and transcribed student focus groups. Using generic content analysis, transcripts were iteratively coded, emergent categories identified, sensitizing concepts applied, and a thematic framework created. Results: Thirty-five students (71% female) participated in five focus groups. Two themes were developed: SGM bias (faculty, standardized patients [SPs], students, curriculum), and Adaptive Expertise in Clinical Skills (case complexity, learner support, skill development). SPs identifying as SGM brought authenticity and lived experience to their roles. Preceptor variability impacted student learning. Students were concerned when a lack of faculty SGM knowledge accompanied negative biases. Complex SP cases promoted cognitive integration and preparation for clinical work. Conclusions: These students placed importance on the lived experiences of SGM community members. Persistent prejudices amongst faculty negatively influenced student learning. Complex SP cases can promote student adaptive expertise, but risk unproductive learning failures. The lessons learned have implications for clinical skills teaching, learning about minority populations, and medical and health professions education in general.
format	article
author	Laurence Biro Kaiwen Song Joyce Nyhof-Young
author_facet	Laurence Biro Kaiwen Song Joyce Nyhof-Young
author_sort	Laurence Biro
title	First year medical student experiences with a clinical skills seminar emphasizing sexual and gender minority population complexity
title_short	First year medical student experiences with a clinical skills seminar emphasizing sexual and gender minority population complexity
title_full	First year medical student experiences with a clinical skills seminar emphasizing sexual and gender minority population complexity
title_fullStr	First year medical student experiences with a clinical skills seminar emphasizing sexual and gender minority population complexity
title_full_unstemmed	First year medical student experiences with a clinical skills seminar emphasizing sexual and gender minority population complexity
title_sort	first year medical student experiences with a clinical skills seminar emphasizing sexual and gender minority population complexity
publisher	Canadian Medical Education Journal
publishDate	2020
url	https://doaj.org/article/dcaf09f0e70b4673b8fac8dea8ffee83
work_keys_str_mv	AT laurencebiro firstyearmedicalstudentexperienceswithaclinicalskillsseminaremphasizingsexualandgenderminoritypopulationcomplexity AT kaiwensong firstyearmedicalstudentexperienceswithaclinicalskillsseminaremphasizingsexualandgenderminoritypopulationcomplexity AT joycenyhofyoung firstyearmedicalstudentexperienceswithaclinicalskillsseminaremphasizingsexualandgenderminoritypopulationcomplexity
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First year medical student experiences with a clinical skills seminar emphasizing sexual and gender minority population complexity

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