Lesbian, Gay, Bisexual, and Transgender Adolescent Health: An Interprofessional Case Discussion

MedEdPORTAL

Adrianne Goncalves¹  Maurice Melchiono²  Scott F. Leibowitz³  Jerel P. Calzo⁴  Pamela Burke⁵  Tracy K. Richmond⁶  Holly C. Gooding⁷  Sarah Pitts⁸  Russell L. Argenal⁹ 

[1] Child and Adolescent Psychiatrist, Nationwide Children's Hospital;Core Investigator, Institute for Behavioral and Community Health;Assistant Professor of Pediatrics, Boston Children's Hospital and Harvard Medical School;Associate Professor of Health Promotion and Behavioral Science, San Diego State University Graduate School of Public Health;Associate Professor of Pediatrics, Harvard Medical School;Co-Director of the Nursing Fellowship, Division of Adolescent and Young Adult Medicine, Boston Children's Hospital;Division Manager, Division of Adolescent and Young Adult Medicine, Boston Children's Hospital;Master of Public Health Student, Health Promotion and Behavioral Science, San Diego State University Graduate School of Public Health;Medical Director of Behavioral Health, Nationwide Children's Hospital;

关键词: Health Disparities;    LGBT;    Communication Skills;    Case-Based Learning;    Interprofessional Collaboration;    Adolescent Health;   

DOI  :  10.15766/mep_2374-8265.10615

来源: DOAJ

【 摘 要 】

Introduction Lesbian, gay, bisexual, and transgender (LGBT) adolescents frequently endure considerable adversity as they encounter identity-related stigma. As a result, LGBT adolescents are often at disproportionate risk for experiencing negative social and health outcomes. Methods This four-module curriculum allows learners to explore challenges common to the clinical care of LGBT adolescents while also providing exposure to current trends and evidence in LGBT health. Through a combination of reflective exercises, didactic lectures, foundational readings, facilitated case discussion, and debate, the curriculum introduces learners to issues of assessment, treatment, and support as they relate to LGBT youth. The curriculum was written for use with learners in an interprofessional training program representing the disciplines of medicine, nursing, nutrition, social work, and psychology. Results Four years of evaluation data indicate that the curriculum is particularly useful for exposing learners to the complexities of serving and supporting LGBT youth and identifying personal skills that may require additional development. Learners emerge with greater confidence in identifying local and national LGBT resources. Discussion Incorporating cultural humility is key to fostering a commitment to lifelong learning and maintaining learners' confidence when working with marginalized populations. Optimal discussion occurs when learners in all disciplines contribute, yet instructors can teach modules separately or modify them when learners from all disciplines are not present. In addition, learners emerge with greater confidence in connecting with outside resources, which assists both referrals for patients and self-directed learning.

【 授权许可】

Unknown