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Improving Pharmacy Students’ Clinical Knowledge on Providing Care for Patients Belonging to the LGBTQ+ Community

A 12-question survey instrument was developed, pilot-tested, and administered to 191 pharmacy students in their first professional year after engaging in a learning activity focusing on topics across five categories with clinical relevance to providing care to the LGBTQ+ community. A paired student...

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Autores principales: Melton, Tyler C., Johnson, William T., Tipton, Brittany, Aragon, Kelsea G., Daniels, Calvin C., Renfro, Chelsea Phillips
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9326589/
https://www.ncbi.nlm.nih.gov/pubmed/35893708
http://dx.doi.org/10.3390/pharmacy10040070
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author Melton, Tyler C.
Johnson, William T.
Tipton, Brittany
Aragon, Kelsea G.
Daniels, Calvin C.
Renfro, Chelsea Phillips
author_facet Melton, Tyler C.
Johnson, William T.
Tipton, Brittany
Aragon, Kelsea G.
Daniels, Calvin C.
Renfro, Chelsea Phillips
author_sort Melton, Tyler C.
collection PubMed
description A 12-question survey instrument was developed, pilot-tested, and administered to 191 pharmacy students in their first professional year after engaging in a learning activity focusing on topics across five categories with clinical relevance to providing care to the LGBTQ+ community. A paired student t-test was performed on survey tool pre-test and post-test survey responses, with p < 0.05 considered significant. A total of 183 usable pre-test and post-test survey responses were received. Statistically significant differences between the pre-test and post-test correct responses were observed for scenarios involving proper pronoun use, hormone therapy (HT) counseling, immunization best practices, and communication hesitancy. The greatest knowledge change was reported in the categories of immunization best practices (48.9%), HT counseling (33.6%), and pronoun use (22.8%). Active learning assignments are effective teaching strategies to promote clinical knowledge in providing inclusive and culturally competent care to LGBTQ+ patients. Clinical topic areas including proper pronoun use, HT counseling, immunization best practices, privacy, risk awareness, and communication hesitancy are effective curricula additions for pharmacy colleges to advance inclusive curricula concerning providing care to the LGBTQ+ community.
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spelling pubmed-93265892022-07-28 Improving Pharmacy Students’ Clinical Knowledge on Providing Care for Patients Belonging to the LGBTQ+ Community Melton, Tyler C. Johnson, William T. Tipton, Brittany Aragon, Kelsea G. Daniels, Calvin C. Renfro, Chelsea Phillips Pharmacy (Basel) Article A 12-question survey instrument was developed, pilot-tested, and administered to 191 pharmacy students in their first professional year after engaging in a learning activity focusing on topics across five categories with clinical relevance to providing care to the LGBTQ+ community. A paired student t-test was performed on survey tool pre-test and post-test survey responses, with p < 0.05 considered significant. A total of 183 usable pre-test and post-test survey responses were received. Statistically significant differences between the pre-test and post-test correct responses were observed for scenarios involving proper pronoun use, hormone therapy (HT) counseling, immunization best practices, and communication hesitancy. The greatest knowledge change was reported in the categories of immunization best practices (48.9%), HT counseling (33.6%), and pronoun use (22.8%). Active learning assignments are effective teaching strategies to promote clinical knowledge in providing inclusive and culturally competent care to LGBTQ+ patients. Clinical topic areas including proper pronoun use, HT counseling, immunization best practices, privacy, risk awareness, and communication hesitancy are effective curricula additions for pharmacy colleges to advance inclusive curricula concerning providing care to the LGBTQ+ community. MDPI 2022-06-24 /pmc/articles/PMC9326589/ /pubmed/35893708 http://dx.doi.org/10.3390/pharmacy10040070 Text en © 2022 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Melton, Tyler C.
Johnson, William T.
Tipton, Brittany
Aragon, Kelsea G.
Daniels, Calvin C.
Renfro, Chelsea Phillips
Improving Pharmacy Students’ Clinical Knowledge on Providing Care for Patients Belonging to the LGBTQ+ Community
title Improving Pharmacy Students’ Clinical Knowledge on Providing Care for Patients Belonging to the LGBTQ+ Community
title_full Improving Pharmacy Students’ Clinical Knowledge on Providing Care for Patients Belonging to the LGBTQ+ Community
title_fullStr Improving Pharmacy Students’ Clinical Knowledge on Providing Care for Patients Belonging to the LGBTQ+ Community
title_full_unstemmed Improving Pharmacy Students’ Clinical Knowledge on Providing Care for Patients Belonging to the LGBTQ+ Community
title_short Improving Pharmacy Students’ Clinical Knowledge on Providing Care for Patients Belonging to the LGBTQ+ Community
title_sort improving pharmacy students’ clinical knowledge on providing care for patients belonging to the lgbtq+ community
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9326589/
https://www.ncbi.nlm.nih.gov/pubmed/35893708
http://dx.doi.org/10.3390/pharmacy10040070
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