Rachel Kupferman, Bette Gray, Bethany Rocheleau, Christine Mallar, Karissa Hannifan, V. Hayes, Leah B. Mallory, B. Brown
{"title":"Improving Inclusive Communication: Pilot Results from a Simulation-Based Learning Opportunity to Practice Taking a Sexual Health History","authors":"Rachel Kupferman, Bette Gray, Bethany Rocheleau, Christine Mallar, Karissa Hannifan, V. Hayes, Leah B. Mallory, B. Brown","doi":"10.46804/2641-2225.1157","DOIUrl":null,"url":null,"abstract":"Sexual and gender minority (lesbian, gay, bisexual, transgender, questioning; LGBTQ+) patients experience health care inequities. Simulation using standardized patients (SPs) is an effective tool for communication-based training. To promote equitable practice, we created an experiential learning opportunity for residents to practice inclusive communication and improve their comfort in caring for LGBTQ+ patients while maintaining the psychological safety of SPs. Methods: Our interdisciplinary team explored relevant simulation curricula, conducted a focus group with LGBTQ+ SPs, created a didactic presentation, and designed and implemented a simulated case. Family medicine residents participated in the training and completed pre-and post-training surveys rating their confidence in sexual health communication and working with sexual and gender minority patients. We compared Likert scale ratings in pre-and post-training surveys using a Wilcoxon signed-rank test. SPs completed post-simulation surveys rating their psychological safety. Results: Residents completed pre-training (n = 13) and post-training (n = 12) surveys. Confidence improved in every category, reaching significance for confidence in obtaining a sexual health history from LGBTQ+ patients. Four SPs completed post-simulation surveys. All SPs reported that the event had educational value and was a positive experience.","PeriodicalId":93781,"journal":{"name":"Journal of Maine Medical Center","volume":" ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Maine Medical Center","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.46804/2641-2225.1157","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 1
Abstract
Sexual and gender minority (lesbian, gay, bisexual, transgender, questioning; LGBTQ+) patients experience health care inequities. Simulation using standardized patients (SPs) is an effective tool for communication-based training. To promote equitable practice, we created an experiential learning opportunity for residents to practice inclusive communication and improve their comfort in caring for LGBTQ+ patients while maintaining the psychological safety of SPs. Methods: Our interdisciplinary team explored relevant simulation curricula, conducted a focus group with LGBTQ+ SPs, created a didactic presentation, and designed and implemented a simulated case. Family medicine residents participated in the training and completed pre-and post-training surveys rating their confidence in sexual health communication and working with sexual and gender minority patients. We compared Likert scale ratings in pre-and post-training surveys using a Wilcoxon signed-rank test. SPs completed post-simulation surveys rating their psychological safety. Results: Residents completed pre-training (n = 13) and post-training (n = 12) surveys. Confidence improved in every category, reaching significance for confidence in obtaining a sexual health history from LGBTQ+ patients. Four SPs completed post-simulation surveys. All SPs reported that the event had educational value and was a positive experience.