Rainbows and “Ready for Residency”: Integrating LGBTQ Health Into Medical Education

Introduction To provide appropriate and sensitive care for lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) youth, providers must learn specific skills and guidelines. Most medical schools lack formal education on LGBTQ health, particularly for adolescent patients. Methods We devel...

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Autores principales:	Lauren T. Roth, Suzanne Friedman, Rachel Gordon, Marina Catallozzi
Formato:	article
Lenguaje:	EN
Publicado:	Association of American Medical Colleges 2020
Materias:	LGBTQ Health Residency Preparation Sexual and Gender Minorities Gender Identity Gender Issues in Medicine Human Sexuality Medicine (General) R5-920 Education L
Acceso en línea:	https://doaj.org/article/eec8a8dc982d45c284cc34af00dd194a
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spelling	oai:doaj.org-article:eec8a8dc982d45c284cc34af00dd194a2021-11-19T15:08:44ZRainbows and “Ready for Residency”: Integrating LGBTQ Health Into Medical Education10.15766/mep_2374-8265.110132374-8265https://doaj.org/article/eec8a8dc982d45c284cc34af00dd194a2020-11-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.11013https://doaj.org/toc/2374-8265Introduction To provide appropriate and sensitive care for lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) youth, providers must learn specific skills and guidelines. Most medical schools lack formal education on LGBTQ health, particularly for adolescent patients. Methods We developed an Introduction to LGBTQ Health course for fourth-year medical students as part of a monthlong Ready for Residency curriculum in March and April of their graduating year. The course addressed guidelines recommended in the care of LGBTQ individuals utilizing problem-based learning methodology. Through learner-led discussion, students worked in small groups to research case-based scenarios and reported their findings to the larger group, followed by teaching points from a facilitator. The course was evaluated on curricular perception using a 5-point Likert scale and open-ended feedback. Results One hundred forty-six students participated in the curriculum; 103 completed the session evaluation. Mean total scores were 4.6 out of 5 in March and 4.7 out of 5 in April after changes were made based on student feedback, namely, increasing the session from 50 to 80 minutes and decreasing session size from 72 students to 36. Students felt the session was well planned and run, engaging, and relevant; appropriately integrated evidence-based medicine; and taught them what they hoped to learn. Discussion Many medical schools lack curricula dedicated to LGBTQ health care. Implementing this mandatory LGBTQ health course was well received and highly rated by almost all students regardless of anticipated specialty. The session could be easily replicated at medical schools across the country.Lauren T. RothSuzanne FriedmanRachel GordonMarina CatallozziAssociation of American Medical CollegesarticleLGBTQ HealthResidency PreparationSexual and Gender MinoritiesGender IdentityGender Issues in MedicineHuman SexualityMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 16 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	LGBTQ Health Residency Preparation Sexual and Gender Minorities Gender Identity Gender Issues in Medicine Human Sexuality Medicine (General) R5-920 Education L
spellingShingle	LGBTQ Health Residency Preparation Sexual and Gender Minorities Gender Identity Gender Issues in Medicine Human Sexuality Medicine (General) R5-920 Education L Lauren T. Roth Suzanne Friedman Rachel Gordon Marina Catallozzi Rainbows and “Ready for Residency”: Integrating LGBTQ Health Into Medical Education
description	Introduction To provide appropriate and sensitive care for lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) youth, providers must learn specific skills and guidelines. Most medical schools lack formal education on LGBTQ health, particularly for adolescent patients. Methods We developed an Introduction to LGBTQ Health course for fourth-year medical students as part of a monthlong Ready for Residency curriculum in March and April of their graduating year. The course addressed guidelines recommended in the care of LGBTQ individuals utilizing problem-based learning methodology. Through learner-led discussion, students worked in small groups to research case-based scenarios and reported their findings to the larger group, followed by teaching points from a facilitator. The course was evaluated on curricular perception using a 5-point Likert scale and open-ended feedback. Results One hundred forty-six students participated in the curriculum; 103 completed the session evaluation. Mean total scores were 4.6 out of 5 in March and 4.7 out of 5 in April after changes were made based on student feedback, namely, increasing the session from 50 to 80 minutes and decreasing session size from 72 students to 36. Students felt the session was well planned and run, engaging, and relevant; appropriately integrated evidence-based medicine; and taught them what they hoped to learn. Discussion Many medical schools lack curricula dedicated to LGBTQ health care. Implementing this mandatory LGBTQ health course was well received and highly rated by almost all students regardless of anticipated specialty. The session could be easily replicated at medical schools across the country.
format	article
author	Lauren T. Roth Suzanne Friedman Rachel Gordon Marina Catallozzi
author_facet	Lauren T. Roth Suzanne Friedman Rachel Gordon Marina Catallozzi
author_sort	Lauren T. Roth
title	Rainbows and “Ready for Residency”: Integrating LGBTQ Health Into Medical Education
title_short	Rainbows and “Ready for Residency”: Integrating LGBTQ Health Into Medical Education
title_full	Rainbows and “Ready for Residency”: Integrating LGBTQ Health Into Medical Education
title_fullStr	Rainbows and “Ready for Residency”: Integrating LGBTQ Health Into Medical Education
title_full_unstemmed	Rainbows and “Ready for Residency”: Integrating LGBTQ Health Into Medical Education
title_sort	rainbows and “ready for residency”: integrating lgbtq health into medical education
publisher	Association of American Medical Colleges
publishDate	2020
url	https://doaj.org/article/eec8a8dc982d45c284cc34af00dd194a
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Rainbows and “Ready for Residency”: Integrating LGBTQ Health Into Medical Education

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