Introducing LGBTQIA+ Patient Care to Pharmacy Students Through Laboratory-Based Exercises
Autor: | Alexis Noble Crawford, Tyler D. Wagner, Chelsey Llayton, Abigale T. Matulewicz, Lauren M. Caldas, Krista L. Donohoe, Apryl N. Anderson |
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Jazyk: | angličtina |
Rok vydání: | 2022 |
Předmět: |
Response rate (survey)
Medical education business.industry Research education Pharmacist Pharmacy General Medicine Transgender Persons Health equity Education Students Pharmacy Education Pharmacy Transgender Queer Humans Female Curriculum Patient Care General Pharmacology Toxicology and Pharmaceutics Lesbian Psychology business |
Zdroj: | Am J Pharm Educ |
Popis: | Objective. To assess the impact of novel skills-based laboratory exercises on first-, second-, and third-year pharmacy students’ confidence and knowledge regarding care for people identifying as lesbian, gay, bisexual, transgender, queer, intersex, asexual, and other (LGBTQIA+). Methods. An LGBTQIA+ lecture discussing pronouns, common terminology, health disparities, health screenings, and gender-affirming hormone therapy was presented to students. During laboratory sessions, students applied lecture topics via a learning level-specific activity. Students completed a pre- and post-activity survey assessing their knowledge, confidence, and activity experience. Results. Seventy-nine students (N=348) completed both the pre- and post-activity survey. Students’ overall increase in knowledge scores was significant, with improvement in four out of six questions among each cohort. A significant increase was seen in students understanding of the role of the pharmacist, their confidence in caring for LGBTQIA+ patients, and their comfort with using appropriate terminology. Most students (92%) agreed or strongly agreed that learning about LGBTQIA+ patient care was a positive experience, while 74% agreed that additional education on LGBTQIA+ patients is needed within their pharmacy curriculum. Conclusion. After a brief skills-based laboratory course, students’ knowledge and confidence in caring for LGBTQIA+ patients improved; however, students agreed that more exposure was necessary. Future studies will follow students as they progress through the curriculum to determine the impact of exposure to LGBTQIA+ content across all three didactic years. |
Databáze: | OpenAIRE |
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