278241
Analysis of learning outcomes in lgbtq+ medical school curriculum
Tuesday, November 5, 2013
Sarah Gardner,
University of Vermont College of Medicine, Burlington, VT
Jeyko Garuz,
University of Vermont College of Medicine, Burlington, VT
Julia Hobson,
University of Vermont College of Medicine, Burlington, VT
Hayley Munroe,
University of Vermont College of Medicine, Burlington, VT
Jonathan Pan,
University of Vermont College of Medicine, Burlington, VT
John Taylor,
University of Vermont College of Medicine, Burlington, VT
Jan K. Carney, MD, MPH,
Medicine, Robert Larner MD College of Medicine at the University of Vermont, Burlington, VT
Introduction. Lesbian, gay, bisexual, transgender, and queer (LGBTQ+) youth are at increased risk for negative health outcomes and experience increased barriers to health care. Objective: Asess impact of a curriculum module including a standardized patient at University of Vermont College of Medicine (UVMCOM) on students' knowledge of issues relevant to LGBTQ+ youth and comfort interacting with LGBTQ+ youth in clinical settings. Methods. Two anonymous, voluntary surveys were distributed to 104 UVM COM 2nd year medical students before and after 3 clinical skills encounters with standardized patients; 96 completed both. The survey contained demographic, knowledge, attitudes and skills questions pertaining to LBGTQ+ youth community. Data analysis utilized JMP/SAS (SAS Institute, Cary NC). Comparison of pre- versus post-curriculum exposure responses were conducted with paired t-tests and McNemar's test for paired samples. Results. Out of a 4-point score with (4 = disapproval and 1= approval), same sex disapproval decreased significantly between pre and post encounter surveys (p = 0.0304). Discomfort in sexual history taking decreased significantly for students with gay/lesbians (p = 0.0136), bisexuals (p = 0.072), and transgender/gender variant people (p = 0.0098). Conclusions. Surveys of medical students demonstrated that the UVMCOM curriculum module has a significant positive impact on attitudes, knowledge and skills regarding LGBTQ+ youth. Improvements seen in this study argue that teaching LGBTQ+ content in medical curriculum is beneficial. Given that students reported highest levels of discomfort in taking sexual histories from transgender and gender non-conforming patients, the authors recommend developing a standardized patient encounter that reflects these communities.
Learning Areas:
Advocacy for health and health education
Conduct evaluation related to programs, research, and other areas of practice
Public health or related education
Public health or related research
Learning Objectives:
Identify the strengths and weaknesses of knowledge of LGBTQ+ youth health issues in a medical school class
Describe improvements in knowledge and comfort related to LGBTQ+ youth health issues after exposure to a curriculum module using a standardized patient
Identify elements of this curriculum that are generalizable to other medical schools
Keyword(s): Adolescent Health, Public Health Education
Presenting author's disclosure statement:Qualified on the content I am responsible for because: I was actively involved in the design, implementation, analysis, and presentation of this project.
Any relevant financial relationships? No
I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines,
and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed
in my presentation.
