Faculty Development As a Tool to Impact Culturally Competent Care of Sexual and Gender Minorities
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Description
Presentation: 5:39
Background: This poster focuses on the integration of faculty development of sexual and gender identity health knowledge and skill into health education. There is a gap in inclusion of this content in health professional curriculum. While awareness of LGBTQ+ population health has been indirectly addressed within curriculum, a consistent approach targeting all coursework and faculty can increase culturally competent care of patients that identify as LGBTQ+. Faculty confidence, awareness, and experience regarding knowledge, respectful terminology, and skill directly impacts the likelihood of students becoming culturally competent practitioners.
Objectives: The objectives of this poster are to share outcomes of faculty development. This poster will: ● Discuss integration of faculty roles in academia and health profession accreditation standards with theories of cultural competence and humility inclusive of sexual and gender minorities; ● Describe a faculty development program to build foundational understanding of respectful terminology to optimize trust and respect when conversing with/about individuals within sexual and gender minority populations; ● Demonstrate changes in knowledge, awareness, skill, and perceived comfort with sexual and gender minority communities following participation in the program.
Methods/ Research: Monthly structured learning sessions were paired with 20-30 minute mentoring check-ins with Sexual and Gender Minorities Education and Training (SG-MET) faculty to address components of LGBTQ+ inclusive curriculum. Pre, mid, and post surveys, composed of open and close-ended questions, assessed satisfaction and changes in knowledge, awareness, and perception of skills. Standardized assessments of sexual and gender minority knowledge, experience and clinical skills were completed and collected anonymously through an electronic survey system to protect the faculty’s identification.
Conclusions/ Impact: This faculty development program provides pilot data to suggest that this is an effective way to increase knowledge, awareness, and skills in the area of sexual and gender minority health content delivery and practice to impact healthcare disparities in these populations.
Publication Date
9-2020
Recommended Citation
Zapletal, OTD, OTR/L, CLA, A.; Vause-Earland, PhD, OTR/L, T.; Toth-Cohen, PhD, OTR/L, S.; and Bell, PT, DPT, GCS, K. A., "Faculty Development As a Tool to Impact Culturally Competent Care of Sexual and Gender Minorities" (2020). Sex and Gender Health Education Summit 2020 – Virtual Meeting. 2.
https://jdc.jefferson.edu/sexandgenderhealth/2
