目的:医生经常觉得他们没有能力为女同性恋服务,同性恋,双性恋,和酷儿(LGBTQ)社区,但是,将将LGBTQ内容和观点纳入已经浓缩的医学院课程的教育是具有挑战性的。我们开发了LGBTQ护理中辅助生殖技术(ART)的临床前主动学习模块,将临床和基础科学内容与患者观点相结合。
方法:我们创建了一个模块,将基于病例的小组讨论与患者小组相结合。我们与通过ART构思的女性顺式同性伴侣合作开发了一个案例进行讨论。同对夫妇的患者小组进行了讨论。所有一年级医学生都参加了该模块的两个部分。在参与之前,学生通过讲座学习生殖内分泌学和遗传学概念。在模块之后,学生自愿完成了一项匿名调查,以评估对LGBTQ患者的熟悉度和信心以及对模块的满意度的自我感知变化。
结果:在参加的126名学生中,72(57%)完成了调查。其中,69(95.8%)认为该模块为他们提供了更好的LGBTQ患者体验视角,66至69(92-96%)同意小小组讨论实现了其关于LGBTQ健康障碍和ART应用的学习目标。学生重视患者小组(84.7%),并认为更好地理解LGBTQ患者的生殖障碍是其最有价值的观点。
结论:在现实生活中的LGBTQ患者体验的背景下,将基于病例的小组讨论和ART患者小组相结合,为学生提供了整合基础科学和临床科学知识的机会,以反映该患者人群的医疗保健需求。与同性伴侣合作创建案例,并让他们展示自己的经验,为学生提供了关于生殖保健问题的真实观点,以及它们如何影响LGBTQ社区成员。
OBJECTIVE: Physicians often feel they are not equipped to serve the lesbian, gay, bisexual, and queer (LGBTQ) community, but integrating education that incorporates LGBTQ content and perspective into an already-condensed medical school curriculum is challenging. We developed a preclinical active learning module on assisted reproductive technologies (ART) in LGBTQ care, integrating clinical and basic science content with patient perspective.
METHODS: We created a module that combined a case-based small group discussion with a patient panel. We developed a case for discussion in collaboration with a female cis-gender same-sex couple who conceived through ART. A patient panel with the same couple followed the discussion. All first-year medical students attended both parts of the module. Prior to participation, students learned reproductive endocrinology and genetics concepts through lectures. After the module, students voluntarily completed an anonymous survey to evaluate self-perceived changes in familiarity and confidence with LGBTQ patients and satisfaction with the module.
RESULTS: Of the 126 students who attended, 72 (57%) completed the survey. Of these, 69 (95.8%) felt the module gave them better perspectives on LGBTQ patient experiences, and 66 to 69 (92-96%) agreed the small group discussion achieved its learning objectives on LGBTQ health barriers and the application of ART. Students valued the patient panel (84.7%) and cited a better understanding of reproductive barriers for LGBTQ patients as its most valuable point.
CONCLUSIONS: A preclerkship module combining a case-based small group discussion and patient panel on ART delivered in the context of a real-life LGBTQ patient experience provided an opportunity for the students to integrate basic science and clinical science knowledge to reflect on the healthcare needs of this patient population. Creating the case in collaboration with the same-sex couple and having them present their own experience provided an authentic perspective to students on reproductive healthcare issues and how they impact members of the LGBTQ community.