Introductory Learning of Inclusive Sexual History Taking: An E-Lecture, Standardized Patient Case, and Facilitated Debrief

MedEdPORTAL

Neha Bakhai¹  Julia Ramos¹  Naomi Gorfinkle¹  Ryan Shields²  Renata Sanders³  Errol Fields³  Emily Frosch⁴  Robert Shochet⁵ 

[1] 1 Third-year Medical Student, Johns Hopkins University School of Medicine;2 OB/GYN, Yale School of Medicine;3 Assistant Professor, Department of Pediatrics and Adolescent Medicine, Johns Hopkins University School of Medicine;4 Associate Professor of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine;5 Associate Professor of Medicine, Johns Hopkins University School of Medicine;

关键词: Cultural Competency;    Sexual History Taking;    LGBT;    Patient-Centered Care;    Sexual and Gender Minorities;    Sexual Minorities;   

DOI  :  10.15766/mep_2374-8265.10520

来源: DOAJ

【 摘 要 】

Abstract Introduction This student-driven curriculum intervention, implemented with first-year medical students, was guided by the Association of American Medical Colleges’ standards for medical education on health care for sexual and gender minorities. Its goals are to describe the spectrum of sexual orientation and gender identity and sensitively and effectively elicit relevant information from patients about their sexual orientation and gender identity through inclusive sexual history taking. Methods Developed through student-faculty collaboration, this three-part module includes a 14-minute e-lecture on taking an inclusive sexual history, a 35-minute formative standardized patient encounter in which students take a sexual history and receive feedback, and a 20-minute facilitated group debrief on the standardized patient activity. Results Students completed a postmodule evaluation anonymously; the majority of respondents (92%) agreed that they felt more prepared to take a sexual history inclusive of sexual and gender minority patients. Most were more comfortable discussing sexual orientation (91%) and gender identity (83%) with patients after the module. Content analysis revealed an improved confidence in creating a safe space for sexual and gender minority patients and an increased awareness of biases about sexual and gender minority patients. Discussion This curriculum serves as an early foundation for students to understand sexual and gender minority identities and develop confidence in their inclusive sexual history taking skills before they provide care for patients. In addition, the student-driven curriculum development process used can serve as a template for students at other institutions hoping to collaborate with faculty to develop comprehensive sexual and gender minority curricula.

【 授权许可】

Unknown