Addressing the Health Needs of LGBTQ Persons in Medical Curricula: A Review of Educational Programs.

IF 1.3 4区 医学 Q3 PSYCHIATRY
Nasim Khalfe, Matthew Stephens, Dania Albaba, Mollie R Gordon, John Coverdale
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Abstract

Objective: Given the vulnerability of and the importance of caring for the specific health care needs of the growing lesbian, gay, bisexual, transgender, and queer (LGBTQ) population, the authors attempted to identify all educational interventions in psychiatric settings with quantitative outcomes targeting medical students, residents, and physicians in postgraduate settings. To gain insight from other disciplines that have published research in this area, a second objective was to review studies in teaching in those other disciplines. The authors sought to describe the methods of selected studies.

Methods: The authors searched the published English-language literature indexed in PubMed, EMBASE, and PsycINFO using key terms for health care education concerning LGBTQ populations. The authors described and critically appraised studies with quantitative outcomes designed to enhance knowledge, skills, and attitudes in treating the LGBTQ community.

Results: Of the 15 trials identified, 10 included medical students, 4 included internal medicine residents or medical school faculty, and 1 included oncologists. We did not find any randomized controlled trials or controlled nonrandomized trials of curricula dedicated to teaching learners in psychiatry. All of the studies included a presurvey, followed by an educational intervention and then a postsurvey assessment. The educational interventions, outcome measures, and quality of studies varied widely. Four studies enrolled self-identified members of the LGBTQ community as trainers and facilitators of the educational interventions.

Conclusions: The lack of high-quality controlled studies indicates the need to develop evidence-based curricula to support the education of the psychiatric workforce to provide for the special needs of LGBTQ persons.

在医学课程中满足 LGBTQ 人士的健康需求:教育计划回顾。
研究目的鉴于日益增长的女同性恋、男同性恋、双性恋、跨性别者和同性恋者(LGBTQ)群体的脆弱性以及满足其特殊医疗需求的重要性,作者试图找出所有针对医学生、住院医师和研究生中的医生的、具有量化结果的精神病学教育干预措施。为了深入了解在该领域发表过研究成果的其他学科,作者的第二个目标是回顾其他学科的教学研究。作者试图描述所选研究的方法:作者使用有关 LGBTQ 群体的医疗保健教育的关键术语检索了 PubMed、EMBASE 和 PsycINFO 中索引的已发表英文文献。作者描述并严格评估了旨在提高 LGBTQ 群体治疗知识、技能和态度的量化结果的研究:在确定的 15 项试验中,10 项包括医学生,4 项包括内科住院医师或医学院教师,1 项包括肿瘤学家。我们没有发现任何专门针对精神病学学员教学课程的随机对照试验或非随机对照试验。所有研究都包括前期调查、教育干预和后期评估。教育干预、结果测量和研究质量差异很大。有四项研究招募了自我认同的 LGBTQ 群体成员作为教育干预的培训师和促进者:缺乏高质量的对照研究表明,有必要开发以证据为基础的课程,以支持对精神科工作人员的教育,从而满足 LGBTQ 人士的特殊需求。
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来源期刊
CiteScore
2.30
自引率
10.50%
发文量
159
审稿时长
>12 weeks
期刊介绍: Journal of Psychiatric Practice® seizes the day with its emphasis on the three Rs — readability, reliability, and relevance. Featuring an eye-catching style, the journal combines clinically applicable reviews, case studies, and articles on treatment advances with practical and informative tips for treating patients. Mental health professionals will want access to this review journal — for sharpening their clinical skills, discovering the best in treatment, and navigating this rapidly changing field. Journal of Psychiatric Practice combines clinically applicable reviews, case studies, and articles on treatment advances with informative "how to" tips for surviving in a managed care environment.
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