Data_Sheet_2_Inclusive LGBTQIA+ healthcare: An interprofessional case-based experience for cultural competency awareness.pdf

IntroductionLesbian, Gay, Bi-sexual, Transgender, Questioning, Intersex, and Asexual (LGBTQIA+) patients report experiences of discrimination within healthcare settings due to a lack of provider knowledge and biases of healthcare workers. There is an identified need among all health professions to provide more culturally competent healthcare for this community. Early interventions during healthcare profession training programs may be effective to address this need. The overall goal of this study was to assess the educational impact of an active learning session that was specifically designed to enhance LGBTQIA+ cultural competency awareness using an interprofessional setting.MethodsThis 2-year study involved students from 16 healthcare professional programs joining virtually to form interprofessional teams. A small group case-based learning approach was used and included pre/post-activity surveys to measure the change in student attitude and confidence, as well as the change in perception of the importance of the activity.ResultsResults indicate an increase in perception of importance (p < 0.005) and in overall level of confidence (p < 0.001) with respect to LGBTQIA+ issues post-session. Key themes established through the session represent an overall recognition of the importance of interprofessional education and awareness of LGBTQIA+ healthcare needs.DiscussionThe results demonstrate the effectiveness of a case-based approach for enhancing cultural competency awareness across different healthcare professions programs. This session also provided an interprofessional learning environment to allow multiple healthcare professions program students to interact and share perspectives. The positive impact of this intervention in a highly collaborative virtual learning environment also highlights that this immersive active learning approach that can be adopted across different programs and institutions.

本研究所介绍的数据集聚焦于LGBTQIA+（女同性恋、男同性恋、双性恋、跨性别、疑惑、间性人和无性恋）患者在医疗保健环境中因医疗服务提供者知识匮乏及医护人员偏见而遭受歧视的经历。该数据集揭示了所有医疗专业领域对提供更具文化胜任力医疗保健的迫切需求。本研究旨在评估通过跨学科环境设计的一项旨在提升LGBTQIA+文化胜任力意识的主动学习环节的教育影响。研究方法：本项为期两年的研究涉及来自16个医疗专业项目的学生，他们通过虚拟方式组建跨学科团队。采用了小组案例学习法，并包括活动前后的调查，以测量学生态度和自信心的变化，以及对活动重要性的感知变化。研究结果：结果显示，学生在活动后对LGBTQIA+问题的感知重要性（p < 0.005）和总体自信心水平（p < 0.001）均有所提高。通过学习环节确立的关键主题体现了对跨学科教育和LGBTQIA+医疗保健需求认知的整体认可。讨论：研究结果证明了基于案例的学习方法在提升不同医疗专业项目文化胜任力意识方面的有效性。此环节还提供了一个跨学科学习环境，允许多个医疗专业项目学生互动和分享观点。这种干预措施在高度协作的虚拟学习环境中的积极影响也凸显了这种沉浸式主动学习方法可以应用于不同的项目和机构。