Data_Sheet_1_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.

引言LGBTQIA+（女同性恋、男同性恋、双性恋、跨性别、性别疑虑、间性人和无性恋）患者在医疗环境中因医疗服务提供者知识不足和医务人员的偏见而报告遭受歧视。所有医疗专业领域均存在为该群体提供更具文化胜任力医疗服务的需求。在医疗专业培训项目中实施早期干预可能有效满足这一需求。本研究旨在评估一项旨在通过跨学科环境提升LGBTQIA+文化胜任力意识的教育性学习活动的教育影响。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。采用小团体案例学习方法，包括活动前后的调查，以衡量学生对态度和自信心的变化，以及对活动重要性的感知变化。结果结果显示，在活动后，学生对LGBTQIA+问题的认知重要性（p < 0.005）和整体自信水平（p < 0.001）均有所提高。通过该活动建立的关键主题代表了跨学科教育重要性的总体认知和对LGBTQIA+医疗需求意识的提升。讨论结果表明，案例教学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。该会议还提供了一个跨学科学习环境，使多个医疗专业项目的学生能够互动并分享观点。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在不同项目和机构中采纳。