背景:女同性恋,同性恋,双性恋,和变性(LGBT)青少年经常忍受相当大的逆境,因为他们遇到与身份相关的污名。因此,LGBT青少年往往面临不成比例的风险,因为他们经历了负面的社会和健康结果。
方法:这个四模块课程允许学习者探索LGBT青少年临床护理中常见的挑战,同时也提供暴露于LGBT健康的当前趋势和证据。通过结合反思练习,说教讲座,基础读数,促进案例讨论,和辩论,课程向学习者介绍评估问题,治疗,并支持他们与LGBT青年有关。该课程是为代表医学学科的跨专业培训计划中的学习者编写的,护理,营养,社会工作,和心理学。
结果:四年的评估数据表明,该课程对于使学习者了解服务和支持LGBT青年以及确定可能需要进一步发展的个人技能的复杂性特别有用。学习者在识别地方和国家LGBT资源方面有更大的信心。
结论:融入文化谦逊是培养对终身学习的承诺和在与边缘化人群合作时保持学习者信心的关键。当所有学科的学习者做出贡献时,就会发生最佳讨论,然而,当所有学科的学习者都不在场时,教师可以单独教授模块或修改模块。此外,学习者在与外部资源联系方面有更大的信心,这有助于患者的转诊和自我指导的学习。
BACKGROUND: 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.
CONCLUSIONS: 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.