Comparison of mean scores by activity.

Background
Disproportionate access to healthcare services among the Lesbian, Gay, Bisexual, Transgender, Queer or Questioning and others (LGBTQ+) population can be partially attributed to the lack of cultural competence among healthcare providers. The aim of this study was to evaluate the impact of an interprofessional model in improving cultural competence and clinical preparedness among dental and pharmacy students for providing LGBTQ+ specific care.
Methodology
This study is a retrospective observational study which used a novel interprofessional model of three different LGBTQ+ focused educational interventions within a group of dental and pharmacy students. The study used pre- and post-surveys, Assessment of Interprofessional Team Collaboration Scale (AITCS-II) and the Team Observed Structured Clinical Encounter (TOSCE) evaluations to assess the effectiveness of the interventions. Descriptive statistics, Fisher’s exact test, Wilcoxon signed-rank test, Welch test, Kruskal-Wallis Test, and pairwise Wilcox Test were employed to analyze quantitative data while qualitative insights were gathered from evaluator comments and student feedback.
Results
The study evaluated cultural competence among 154 dental and pharmacy students revealing improved cultural humility post-intervention, particularly for dental students although not statistically significant (p>0.05). Students participating in multiple interventions had higher mean scores, but the differences were not significant (p>0.05). Significant differences were found among interprofessional teams of students in the domains of roles and responsibilities (p = 0.039) and patient centered approach (p = 0.039). No significant differences were found in individual scores participation in the teams (p = 0.018). Students also provided positive feedback on the program’s impact on their understanding of LGBTQ+ health issues and inclusive care.
Conclusion
This program was a novel intervention aimed at improving cultural competence for health professional students in an interprofessional environment Further research in the direction can be useful in creating replicable programs.

背景
女同性恋、男同性恋、双性恋、跨性别、酷儿或疑似酷儿群体（Lesbian, Gay, Bisexual, Transgender, Queer or Questioning and others, LGBTQ+）获取医疗服务的机会不均等，该现象部分源于医疗服务提供者缺乏文化胜任力。本研究旨在评估跨专业模式在提升牙科与药学专业学生为LGBTQ+群体提供针对性照护所需的文化胜任力与临床准备度方面的作用。

研究方法
本研究为回顾性观察研究，针对牙科与药学专业学生群体，采用涵盖三项不同LGBTQ+主题教育干预的新型跨专业模式。研究通过前后对照问卷、跨专业团队协作评估量表第二版（Assessment of Interprofessional Team Collaboration Scale, AITCS-II）以及团队观察型结构化临床考核（Team Observed Structured Clinical Encounter, TOSCE）对干预措施的有效性进行评估。定量数据分析采用描述性统计、费希尔精确检验、威尔科克森符号秩检验、韦尔奇检验、克鲁斯卡尔-沃利斯检验以及配对威尔科克森检验，定性数据则通过评估者评语与学生反馈收集获得。

研究结果
本研究对154名牙科与药学专业学生的文化胜任力进行评估，结果显示干预后学生的文化谦逊程度有所提升，其中牙科学生的提升尤为明显，但该差异未达到统计学显著性（p>0.05）。参与多项干预措施的学生平均得分更高，但该差异同样未达到统计学显著性（p>0.05）。跨专业学生团队在角色与职责、以患者为中心的照护两个维度上存在显著统计学差异（p=0.039）。学生个体的团队参与得分未发现显著差异（p=0.018）。此外，学生们对该项目在提升其对LGBTQ+健康问题与包容性照护的认知方面的作用给予了积极评价。

结论
本项目是一项旨在提升跨专业环境下卫生专业学生文化胜任力的新型干预措施。未来在此方向开展的研究，可为开发可复制的相关教育项目提供参考。