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 institutions.
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, Underserved Communities
Topics: 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,
Pooja Mehta, MD, MSHP, Boston Medical Center/ Boston University School of Medicine; Hannah Shakartzi, BA; Julio Mazul, MD; Jennifer Potter, MD; Jodi Abbott, MD MHCM
