Sexual and Gender Minority Health Curricula in Health Care Professional Schools

Professional Education ◽

Minority Health ◽

Care Needs ◽

Professional Schools ◽

Gender Minority ◽

Academic Settings ◽

Abstract Background: Lesbian, gay, bisexual, transgender, queer, and intersex people—inclusively termed “sexual and gender minorities”—have unique health and health care needs that are not being met by most healthcare providers due to lack of training in health care professional schools. The purpose of this qualitative study was to examine implementation factors for advancing sexual and gender minority health professional student curricula in academic settings. Methods: Semi-structured interviews guided by the Consolidated Framework for Implementation Research (CFIR) were conducted with sixteen curricular champions to identify factors relevant to curricular adoption, integration, and sustainment. Themes were coded using a hybrid of deductive and inductive approaches and reported using major CFIR domains. Results: Facilitators supporting implementation of sexual and gender minority health curricula included collaboration among multiple stakeholders, alignment of formal and hidden curricula, fostering an organizational culture that valued inclusion and diversity, engagement with external subject matter experts or faculty with content expertise, and thoughtful and inclusive planning. Conclusion: This study contributes to health care professional education research as well as to implementation science. Facilitators that were identified in this study can be used to increase the adoption, integration, and sustainment of sexual and gender minority health curricula in diverse academic settings.

Implementation of Sexual and Gender Minority Health Curricula in Health Care Professional Schools: A Qualitative Study

10.21203/rs.2.18264/v3 ◽

2020 ◽

Author(s):

Mandi L. Pratt-Chapman

Keyword(s):

Health Care ◽

Qualitative Study ◽

Professional Education ◽

Minority Health ◽

Professional Schools ◽

Gender Minority ◽

Academic Settings ◽

Abstract Background: Lesbian, gay, bisexual, transgender, queer, and intersex people—inclusively termed “sexual and gender minorities”—have unique health and health care needs that are not being met by most healthcare providers due to lack of training in health care professional schools. The purpose of this qualitative study was to examine implementation factors for advancing sexual and gender minority health professional student curricula in academic settings. Methods: Semi-structured interviews guided by the Consolidated Framework for Implementation Research (CFIR) were conducted with sixteen curricular champions to identify factors relevant to curricular adoption, integration, and sustainment. Themes were coded using a hybrid of deductive and inductive approaches and reported using major CFIR domains. Results: Facilitators supporting implementation of sexual and gender minority health curricula included collaboration among multiple stakeholders, alignment of formal and hidden curricula, fostering an organizational culture that valued inclusion and diversity, engagement with external subject matter experts or faculty with content expertise, and thoughtful and inclusive planning. Conclusion: This study contributes to health care professional education research as well as to implementation science. Facilitators that were identified in this study can be used to increase the adoption, integration, and sustainment of sexual and gender minority health curricula in diverse academic settings.

Implementation of sexual and gender minority health curricula in health care professional schools: a qualitative study

BMC Medical Education ◽

10.1186/s12909-020-02045-0 ◽

2020 ◽

Vol 20 (1) ◽

Author(s):

Mandi L. Pratt-Chapman

Keyword(s):

Health Care ◽

Qualitative Study ◽

Minority Health ◽

Professional Schools ◽

Gender Minority ◽

Part of the Solution to Address Sexual and Gender Minority Health and Health Care Disparities: Inclusive Professional Education

Delaware Journal of Public Health ◽

10.32481/djph.2019.06.010 ◽

2019 ◽

Vol 5 (3) ◽

pp. 56-62

Author(s):

Karla Bell

Keyword(s):

Health Care ◽

Professional Education ◽

Minority Health ◽

Health Care Disparities ◽

Gender Minority ◽

Understanding Health-Care Needs of Sexual and Gender Minority Veterans: How Targeted Research and Policy Can Improve Health

LGBT Health ◽

10.1089/lgbt.2013.0003 ◽

2014 ◽

Vol 1 (1) ◽

pp. 50-57 ◽

Cited By ~ 32

Author(s):

Kristin M. Mattocks ◽

Michael R. Kauth ◽

Theo Sandfort ◽

Alexis R. Matza ◽

J. Cherry Sullivan ◽

...

Keyword(s):

Health Care ◽

Health Care Needs ◽

Care Needs ◽

Gender Minority ◽

Minority Veterans ◽

And Gender ◽

Research And Policy ◽

Improve Health

Caring for Sexual and Gender Minority Patients: What Factors Explain Self-Reported Competence among Health Care Professional Students?

10.21203/rs.3.rs-22439/v1 ◽

2020 ◽

Author(s):

Mandi L. Pratt-Chapman ◽

Jennifer Potter

Keyword(s):

Health Care ◽

Sociodemographic Factors ◽

Basic Knowledge ◽

Reduced Models ◽

Professional Students ◽

Gender Minority ◽

And Gender ◽

Specific Health

Abstract Background: Lesbian, gay, bisexual, transgender, queer and intersex people comprise approximately 5% of the U.S. population, yet health care professional student education on sexual and gender minority (SGM) health is sparse. This study explored the degree to which sociodemographic factors and student affiliation with SGM people explained self-reported competence in caring for SGM patients. Methods: This study sought to define Reduced Models from an eight-variable Full Model that explained a meaningful amount (≥ 0.15) of total variance across a sample of health care professional students in terms of six criterion variables: Basic Knowledge, Attitudinal Awareness and Clinical Preparedness (subscales of the Lesbian, Gay, Bisexual, Transgender Development of Clinical Skills Scale); Attitudes Toward LGBT People Scale (ATLPS); and Beliefs and Behaviors (subscales of the Gay Affirming Practice Scale). Results: Political affiliation, religiosity, and SGM affiliation were predictor variables in half of the Reduced Models. SGM-specific health training hours were included in Reduced Models for Clinical Preparedness and affirming Behaviors. Conclusion: Sociodemographic factors, lived experiences, and amount of training in SGM-specific health matter when it comes to health care professional students’ sense of preparedness in caring for SGM patients.

Sexual and Gender Minority Health Care Disparities

Primary Care Clinics in Office Practice ◽

10.1016/j.pop.2021.02.007 ◽

2021 ◽

Author(s):

Emily M. Lund ◽

Claire M. Burgess

Keyword(s):

Health Care ◽

Minority Health ◽

Health Care Disparities ◽

Gender Minority ◽

Caring for Sexual and Gender Minority Patients: What Factors Explain Self-Reported Competence among Health Care Professional Students?

10.21203/rs.3.rs-83272/v1 ◽

2020 ◽

Author(s):

Mandi L. Pratt-Chapman ◽

Jennifer Potter

Keyword(s):

Health Care ◽

Sociodemographic Factors ◽

Reduced Models ◽

Professional Students ◽

Gender Minority ◽

And Gender ◽

Criterion Variables ◽

Specific Health

Abstract Background: Lesbian, gay, bisexual, transgender, queer and intersex people comprise approximately 5% of the U.S. population, yet health care professional student education on sexual and gender minority (SGM) health is sparse. This study explored the degree to which sociodemographic factors and student affiliation with SGM people explained self-reported competence in caring for SGM patients. Methods: Multiple linear regression was used to test the value of an eight-variable exploratory (Full Model) for each of five criterion variables. Independent variables that explained a meaningful amount (≥0.15) of total variance were retained in Reduced Models for parsimony. The criterion variables were: Basic Knowledge, Attitudinal Awareness and Clinical Preparedness (subscales of the Lesbian, Gay, Bisexual, Transgender Development of Clinical Skills Scale); and Beliefs and Behaviors (subscales of the Gay Affirming Practice Scale). Results: Political affiliation, religiosity, and SGM affiliation were predictor variables in half of the Reduced Models. SGM-specific health training hours were included in Reduced Models for Clinical Preparedness and affirming Behaviors. Conclusion: Sociodemographic factors, lived experiences, and amount of training in SGM-specific health matter when it comes to health care professional students’ sense of preparedness in caring for SGM patients.