Interactive Session for Residents and Medical Students on Dermatologic Care for Lesbian, Gay, Bisexual, Transgender, and Queer Patients.

Publisher: Association of American Medical Colleges Country of Publication: United States NLM ID: 101714390 Publication Model: Electronic Cited Medium: Internet ISSN: 2374-8265 (Electronic) Linking ISSN: 23748265 NLM ISO Abbreviation: MedEdPORTAL Subsets: MEDLINE

Original Publication: Washington, DC : Association of American Medical Colleges, [2005]-

Sexual and Gender Minorities* ; Students, Medical* ; Transgender Persons*; Female ; Gender Identity ; Humans ; Sexual Behavior

Introduction: Despite increasing emphasis on LGBTQ health in medical education, evidence-based training on LGBTQ patient care in dermatology is lacking. We designed an interactive online didactic session on dermatologic care of LGBTQ patients for medical students and dermatology residents.
Methods: Session content was based on continuing medical education articles and incorporated preexisting LGBTQ-inclusive policies, environments, and videos. We implemented the session via a web-based videoconferencing platform as part of a preexisting resident lecture series. We began with a 90-minute lecture on LGBTQ health care disparities and dermatologists' roles, best practices for providing inclusive care, and dermatologic health concerns and screening recommendations in LGBTQ populations. To solidify knowledge and promote practice of learned skills, a 30-minute interactive role-playing session followed where participants acted as observer, patient, or provider in three distinct clinical scenarios pertaining to dermatologic care of LGBTQ patients. Participants completed baseline and follow-up surveys, which included a psychometrically validated clinical skills scale and an ad hoc knowledge assessment.
Results: Baseline and follow-up scores from the clinical skills scale increased overall (0.7; 95% CI, 0.5-0.9; p < .001), in self-reported clinical preparedness (1.1; 95% CI, 0.5-1.6; p = .001), and in basic knowledge (0.8; 95% CI, 0.3-1.4; p = .003).
Discussion: An online interactive didactive session on dermatological care of LGBTQ patients increased participants' clinical preparedness and basic knowledge. Implementation of similar sessions at other institutions can improve gaps in preparing residents and medical students in dermatological care of LGBTQ patients.
(© 2021 Barrett et al.)

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L30 AR076081 United States AR NIAMS NIH HHS

Keywords: Cultural Competence; Cultural Competency; Dermatology; Diversity; Diversity and Inclusion; Health Equity; Inclusion; LGBT Health; LGBTQ+; Online/Distance Learning; Sexual and Gender Minorities

Date Created: 20210428 Date Completed: 20210624 Latest Revision: 20210624

20240105

PMC8063631

10.15766/mep_2374-8265.11148

33907709