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Interactive Session for Residents and Medical Students on Dermatologic Care for Lesbian, Gay, Bisexual, Transgender, and Queer Patients

INTRODUCTION: Despite increasing emphasis on LGBTQ health in medical education, evidence-based training on LGBTQ patient care in dermatology is lacking. We designed an interactive online didactic session on dermatologic care of LGBTQ patients for medical students and dermatology residents. METHODS:...

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Autores principales: Barrett, Devon L., Supapannachart, Krittin J., Caleon, Ramoncito L., Ragmanauskaite, Laura, McCleskey, Patrick, Yeung, Howa
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Association of American Medical Colleges 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8063631/
https://www.ncbi.nlm.nih.gov/pubmed/33907709
http://dx.doi.org/10.15766/mep_2374-8265.11148
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author Barrett, Devon L.
Supapannachart, Krittin J.
Caleon, Ramoncito L.
Ragmanauskaite, Laura
McCleskey, Patrick
Yeung, Howa
author_facet Barrett, Devon L.
Supapannachart, Krittin J.
Caleon, Ramoncito L.
Ragmanauskaite, Laura
McCleskey, Patrick
Yeung, Howa
author_sort Barrett, Devon L.
collection PubMed
description INTRODUCTION: Despite increasing emphasis on LGBTQ health in medical education, evidence-based training on LGBTQ patient care in dermatology is lacking. We designed an interactive online didactic session on dermatologic care of LGBTQ patients for medical students and dermatology residents. METHODS: Session content was based on continuing medical education articles and incorporated preexisting LGBTQ-inclusive policies, environments, and videos. We implemented the session via a web-based videoconferencing platform as part of a preexisting resident lecture series. We began with a 90-minute lecture on LGBTQ health care disparities and dermatologists’ roles, best practices for providing inclusive care, and dermatologic health concerns and screening recommendations in LGBTQ populations. To solidify knowledge and promote practice of learned skills, a 30-minute interactive role-playing session followed where participants acted as observer, patient, or provider in three distinct clinical scenarios pertaining to dermatologic care of LGBTQ patients. Participants completed baseline and follow-up surveys, which included a psychometrically validated clinical skills scale and an ad hoc knowledge assessment. RESULTS: Baseline and follow-up scores from the clinical skills scale increased overall (0.7; 95% CI, 0.5–0.9; p < .001), in self-reported clinical preparedness (1.1; 95% CI, 0.5–1.6; p = .001), and in basic knowledge (0.8; 95% CI, 0.3–1.4; p = .003). DISCUSSION: An online interactive didactive session on dermatological care of LGBTQ patients increased participants’ clinical preparedness and basic knowledge. Implementation of similar sessions at other institutions can improve gaps in preparing residents and medical students in dermatological care of LGBTQ patients.
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spelling pubmed-80636312021-04-26 Interactive Session for Residents and Medical Students on Dermatologic Care for Lesbian, Gay, Bisexual, Transgender, and Queer Patients Barrett, Devon L. Supapannachart, Krittin J. Caleon, Ramoncito L. Ragmanauskaite, Laura McCleskey, Patrick Yeung, Howa MedEdPORTAL Original Publication INTRODUCTION: Despite increasing emphasis on LGBTQ health in medical education, evidence-based training on LGBTQ patient care in dermatology is lacking. We designed an interactive online didactic session on dermatologic care of LGBTQ patients for medical students and dermatology residents. METHODS: Session content was based on continuing medical education articles and incorporated preexisting LGBTQ-inclusive policies, environments, and videos. We implemented the session via a web-based videoconferencing platform as part of a preexisting resident lecture series. We began with a 90-minute lecture on LGBTQ health care disparities and dermatologists’ roles, best practices for providing inclusive care, and dermatologic health concerns and screening recommendations in LGBTQ populations. To solidify knowledge and promote practice of learned skills, a 30-minute interactive role-playing session followed where participants acted as observer, patient, or provider in three distinct clinical scenarios pertaining to dermatologic care of LGBTQ patients. Participants completed baseline and follow-up surveys, which included a psychometrically validated clinical skills scale and an ad hoc knowledge assessment. RESULTS: Baseline and follow-up scores from the clinical skills scale increased overall (0.7; 95% CI, 0.5–0.9; p < .001), in self-reported clinical preparedness (1.1; 95% CI, 0.5–1.6; p = .001), and in basic knowledge (0.8; 95% CI, 0.3–1.4; p = .003). DISCUSSION: An online interactive didactive session on dermatological care of LGBTQ patients increased participants’ clinical preparedness and basic knowledge. Implementation of similar sessions at other institutions can improve gaps in preparing residents and medical students in dermatological care of LGBTQ patients. Association of American Medical Colleges 2021-04-21 /pmc/articles/PMC8063631/ /pubmed/33907709 http://dx.doi.org/10.15766/mep_2374-8265.11148 Text en © 2021 Barrett et al. https://creativecommons.org/licenses/by/4.0/This is an open-access publication distributed under the terms of the Creative Commons Attribution (https://creativecommons.org/licenses/by/4.0/) license.
spellingShingle Original Publication
Barrett, Devon L.
Supapannachart, Krittin J.
Caleon, Ramoncito L.
Ragmanauskaite, Laura
McCleskey, Patrick
Yeung, Howa
Interactive Session for Residents and Medical Students on Dermatologic Care for Lesbian, Gay, Bisexual, Transgender, and Queer Patients
title Interactive Session for Residents and Medical Students on Dermatologic Care for Lesbian, Gay, Bisexual, Transgender, and Queer Patients
title_full Interactive Session for Residents and Medical Students on Dermatologic Care for Lesbian, Gay, Bisexual, Transgender, and Queer Patients
title_fullStr Interactive Session for Residents and Medical Students on Dermatologic Care for Lesbian, Gay, Bisexual, Transgender, and Queer Patients
title_full_unstemmed Interactive Session for Residents and Medical Students on Dermatologic Care for Lesbian, Gay, Bisexual, Transgender, and Queer Patients
title_short Interactive Session for Residents and Medical Students on Dermatologic Care for Lesbian, Gay, Bisexual, Transgender, and Queer Patients
title_sort interactive session for residents and medical students on dermatologic care for lesbian, gay, bisexual, transgender, and queer patients
topic Original Publication
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8063631/
https://www.ncbi.nlm.nih.gov/pubmed/33907709
http://dx.doi.org/10.15766/mep_2374-8265.11148
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