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A first step in addressing medical education Curriculum gaps in lesbian-, gay-, bisexual-, and transgender-related content: The University of Louisville Lesbian, Gay, Bisexual, and Transgender Health Certificate Program.
Educ Health (Abingdon). 2017 May-Aug; 30(2):108-114.EH

Abstract

BACKGROUND

Individuals who are lesbian, gay, bisexual, transgender (LGBT), gender nonconforming, and/or born with differences of sex development have specific health needs and significant health disparities exacerbated by a lack of training among health professionals. The University of Louisville LGBT Health Certificate Program used an interdisciplinary approach to increase training, potentially enabling future physicians to provide quality healthcare to LGBT patients.

METHODS

A pretest-post-test design was used to investigate medical students' (n = 39) attitude and knowledge outcomes after program participation. Attitudinal items with Likert-type responses were analyzed using the Wilcoxon signed-rank test. Baseline frequency and percentage of correct responses were tabulated for knowledge questions. At both pre- and post-test, the 11 knowledge items were summed to establish a total knowledge score, creating two total scores. The paired sample t-test was used to evaluate the pre- and post-change, and Cohen's D was used to assess effect size. All P values were two-tailed. Statistical significance was set by convention at P < 0.05.

RESULTS

Students correctly answered 69% or less of the knowledge questions at baseline. Total correct knowledge scores significantly increased post intervention with the effect size being large (Cohen's D = 0.90, P < 0.001). Attitudes significantly increased post intervention on two items (P = 0.019 and P = 0.037). Some attitude items decreased post intervention: students felt it is more challenging to conduct a patient history with a LGB patient (pre-mean agreement = 2.44; post-mean agreement = 2.97, P = 0.018).

CONCLUSIONS

Medical educators can play a critical role in decreasing LGBT healthcare disparities. The University of Louisville LGBT Health Certificate Program played an important first step in increasing medical students' knowledge and improving certain attitudes about LGBT patients.

Authors+Show Affiliations

Office of Undergraduate Medical Education, School of Medicine, University of Louisville, Louisville, Kentucky, USA.LGBT Center - Health Sciences Center Campus, University of Louisville, Louisville, Kentucky, USA.LGBT Center - Health Sciences Center Campus, University of Louisville; College of Health Professions, Northern Kentucky University, Louisville, Kentucky, USA.Health Promotion and Behavioral Sciences, School of Public Health and Information Sciences, University of Louisville, Louisville, Kentucky, USA.Office of Undergraduate Medical Education, School of Medicine, University of Louisville, Louisville, Kentucky, USA.Dean of the School of Medicine, University of Louisville, Louisville, Kentucky, USA.

Pub Type(s)

Journal Article

Language

eng

PubMed ID

28928340

Citation

Sawning, Susan, et al. "A First Step in Addressing Medical Education Curriculum Gaps in Lesbian-, Gay-, Bisexual-, and Transgender-related Content: the University of Louisville Lesbian, Gay, Bisexual, and Transgender Health Certificate Program." Education for Health (Abingdon, England), vol. 30, no. 2, 2017, pp. 108-114.
Sawning S, Steinbock S, Croley R, et al. A first step in addressing medical education Curriculum gaps in lesbian-, gay-, bisexual-, and transgender-related content: The University of Louisville Lesbian, Gay, Bisexual, and Transgender Health Certificate Program. Educ Health (Abingdon). 2017;30(2):108-114.
Sawning, S., Steinbock, S., Croley, R., Combs, R., Shaw, A., & Ganzel, T. (2017). A first step in addressing medical education Curriculum gaps in lesbian-, gay-, bisexual-, and transgender-related content: The University of Louisville Lesbian, Gay, Bisexual, and Transgender Health Certificate Program. Education for Health (Abingdon, England), 30(2), 108-114. https://doi.org/10.4103/efh.EfH_78_16
Sawning S, et al. A First Step in Addressing Medical Education Curriculum Gaps in Lesbian-, Gay-, Bisexual-, and Transgender-related Content: the University of Louisville Lesbian, Gay, Bisexual, and Transgender Health Certificate Program. Educ Health (Abingdon). 2017 May-Aug;30(2):108-114. PubMed PMID: 28928340.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - A first step in addressing medical education Curriculum gaps in lesbian-, gay-, bisexual-, and transgender-related content: The University of Louisville Lesbian, Gay, Bisexual, and Transgender Health Certificate Program. AU - Sawning,Susan, AU - Steinbock,Stacie, AU - Croley,Rachel, AU - Combs,Ryan, AU - Shaw,Ann, AU - Ganzel,Toni, PY - 2017/9/21/entrez PY - 2017/9/21/pubmed PY - 2018/4/27/medline SP - 108 EP - 114 JF - Education for health (Abingdon, England) JO - Educ Health (Abingdon) VL - 30 IS - 2 N2 - BACKGROUND: Individuals who are lesbian, gay, bisexual, transgender (LGBT), gender nonconforming, and/or born with differences of sex development have specific health needs and significant health disparities exacerbated by a lack of training among health professionals. The University of Louisville LGBT Health Certificate Program used an interdisciplinary approach to increase training, potentially enabling future physicians to provide quality healthcare to LGBT patients. METHODS: A pretest-post-test design was used to investigate medical students' (n = 39) attitude and knowledge outcomes after program participation. Attitudinal items with Likert-type responses were analyzed using the Wilcoxon signed-rank test. Baseline frequency and percentage of correct responses were tabulated for knowledge questions. At both pre- and post-test, the 11 knowledge items were summed to establish a total knowledge score, creating two total scores. The paired sample t-test was used to evaluate the pre- and post-change, and Cohen's D was used to assess effect size. All P values were two-tailed. Statistical significance was set by convention at P < 0.05. RESULTS: Students correctly answered 69% or less of the knowledge questions at baseline. Total correct knowledge scores significantly increased post intervention with the effect size being large (Cohen's D = 0.90, P < 0.001). Attitudes significantly increased post intervention on two items (P = 0.019 and P = 0.037). Some attitude items decreased post intervention: students felt it is more challenging to conduct a patient history with a LGB patient (pre-mean agreement = 2.44; post-mean agreement = 2.97, P = 0.018). CONCLUSIONS: Medical educators can play a critical role in decreasing LGBT healthcare disparities. The University of Louisville LGBT Health Certificate Program played an important first step in increasing medical students' knowledge and improving certain attitudes about LGBT patients. SN - 1469-5804 UR - https://www.unboundmedicine.com/medline/citation/28928340/A_first_step_in_addressing_medical_education_Curriculum_gaps_in_lesbian__gay__bisexual__and_transgender_related_content:_The_University_of_Louisville_Lesbian_Gay_Bisexual_and_Transgender_Health_Certificate_Program_ L2 - http://www.educationforhealth.net/article.asp?issn=1357-6283;year=2017;volume=30;issue=2;spage=108;epage=114;aulast=Sawning DB - PRIME DP - Unbound Medicine ER -