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Evaluation of a Case-Based, Community-Engaged LGB-TGNC Health Training Module for Trainees in Obstetrics and Gynecology
Background: OB/GYN providers are frontline in providing care
to LGB-TGNC people. Limited curricula specific to OB/GYN trainees exist.
Deficits in competency limit access and quality of care. The AAMC and
APGO/CREOG mandate inclusion of population-specific curricula.
Methods: Curriculum consisted of 2 1-hour modules meeting
APGO/CREOG learning objectives, developed in partnership with an LGB-TGNC
community health center. Modules integrated role-play, small groups, and
cases, focusing on culturally humble vocabulary, disparities, and best
practices. We measured learner satisfaction and anticipated behavior
change using Likert scales. Knowledge acquisition was assessed using a
pre/post survey in a subgroup (n=14). Feedback was elicited using
semi-structured questions. Responses were tabulated and de-identified.
Statistical analyses was performed in STATA 13.0. Qualitative responses were
coded for theme. Learners were residents and 4th year students at 3
Results: 82% (82/100) participants responded. 81% (67/82)
highly agreed that stated objectives were worthwhile; 71% (58/82) strongly
agreed that objectives were adequately met. 37% (30/82) strongly agreed that
curriculum dispelled myths held. 52% (43/82) strongly agreed and 38% (31/82)
agreed that curriculum would impact their work as an OB/GYN. Gradients in
pre/post knowledge acquisition were greatest for transgender health-related
content. Participants wanted further training on gender affirming hormone
therapy, and legislative context.
Discussions: LGB-TGNC health is a priority in medical education. We
describe an innovative curriculum with high learner satisfaction and
knowledge acquisition. Next steps will address curricular limitations and
evaluate impact on observed skills and health outcomes.
Keywords: Communication Skills, Community Health, Cultural
Diversity/Cultural Competency, Curriculum Development/Evaluation, LGBTQIA,
CREOG & APGO Annual Meeting, 2017, Student, Resident, Faculty, Clerkship Director, Clerkship Coordinator, Osteopathic Faculty, Residency Director, Patient Care, Medical Knowledge, Professionalism, Systems-Based Practice & Improvement, Interpersonal & Communication Skills, Practice-Based Learning & Improvement, GME, CME, UME, Assessment, Virtual Patient, Lecture, Problem-Based Learning, Team-Based Learning, Public Health, Advocacy, Faculty Development,