Transcript diversity.ucsd.edu

Intersections of LGBTQ Health
Increasing Student-Doctor Awareness of LGBTQIA Communities
Course Creators
Vanessa K. Ferrel
University of California,
San Diego
School of Medicine
M.D. Candidate
Class of 2017
[email protected]
Nicole K. Tantoco
University of California,
San Diego
School of Medicine
M.D. Candidate
Program in Medical
Education - Health Equity
(PRIME-HEq)
Class of 2018
[email protected]
Current Course Leaders
Mary Lewinski, M.D.,
Ph.D.
University of California, San
Diego
School of Medicine
Assistant Professor
Division of Infectious
Diseases
[email protected]
Sean Berquist
University of California, San
Diego
School of Medicine
M.D. Candidate
Class of 2018
[email protected]
Selected Course Facilitators
Theodore Katsivas,
M.D.
University of California, San
Diego
School of Medicine
Associate Professor
Division of Infectious
Diseases
[email protected]
Gabriel Wagner, M.D.
University of California, San
Diego
School of Medicine
Assistant Professor
Division of Infectious
Diseases
[email protected]
LGBTQIA Point of Care
Of 6,540 transgender individuals:
❖ 28% experienced verbal harassment in a doctor’s office
❖ 19% refused medical care due to transgender status
❖ 2% physically attacked in a doctor’s office
Grant JM, Mottet LA, Tanis J, Harrison J, Herman JL, Keisling M. “Injustice at Every Turn: A Report of the National
Transgender Discrimination Survey.” Washington, DC: National Center for Transgender Equality and National Gay
and Lesbian Task Force 2011.
Curricula in Medical Schools
Survey of deans of medical education at 132 medical schools across
the USA and Canada:
❖ 36% rated LGBTQ content as ‘fair’
❖ 34% rated LGBTQ content as ‘poor’ or ‘very poor’
❖ Overall dissatisfaction with the coverage of LGBT health in the
curriculum
Rutherford, Kimberly, et al. "Development of expertise in mental health service provision for lesbian, gay, bisexual
and transgender communities." Medical education 46.9 (2012): 903-913.
AMA Statement
American Medical Association in February 2010:
“Absent explicit teaching [on LGBT issues], there is evidence that
physicians and medical students reflect the level of homophobia and
heterosexism of the society at large.”
Call to Action:
“..include LGBT health issues in the cultural competency curriculum
for medical education”
Levin, Saul, Gal Mayer. “Statement of the American Medical Association to the Institute of Medicine RE: Lesbian,
Gay, Bisexual and Transgender (LGBT) Health Issues and Research Gaps and Opportunities.” February 1, 2010.
AMA Statement
Causes for disparities in the LGBTQ population:
1. Access to health care and health insurance
2. Impact of societal biases on physical health and well-being
3. Impact of societal biases on mental health and well-being
4. Societal biases lead to risky behavior
Levin, Saul, Gal Mayer. “Statement of the American Medical Association to the Institute of Medicine RE: Lesbian,
Gay, Bisexual and Transgender (LGBT) Health Issues and Research Gaps and Opportunities.” February 1, 2010.
Methods
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Anonymous survey for all UCSD medical students
Clinical Skills, Attitudes, and Knowledge of LGBTQIA Communities
Opened from August 20, 2014 through September 20, 2014
56 questions on skills, attitudes, and knowledge
Questions derived from:
➢ Core LGBT Related Competencies for Medical Students
■ Shane Snowdon, UCSF LGBT Resource Center.
➢ Cultural Humility with LGBT Populations: A Novel Curriculum in
LGBT Health for Clinical Medical Students
■ Hillary Maia Grubb, AAMC MedEdPORTAL
Demographics
Total responders = 64
Pre-clinical (MS1+MS2) = 42
Clinical (MS3+MS4) = 22
MSTP = M.D./Ph.D.
PRIME = M.D./Masters
Student Attitudes
Skills and Knowledge
Skills and Knowledge
Opportunity for UCSD SOM
❖ Utilize generally positive MS attitudes as a catalyst to reduce the
gaps in skills and knowledge of the LGBTQIA community
❖ Intersections of LGBTQ Health
➢ Pre-clinical elective for UCSD SOM
➢ Response to the 2010 AMA Call to Action
➢ Student designed, student driven (in contrast with institutioncreated curricula at Stanford, UCSF)
➢ Recruit physicians from the community to facilitate sessions
Purpose
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Instituting education and awareness at the provider level
Improve the quality of LGBTQIA-centered care and quality of life
Formally address lack of specific knowledge
Educate, engage, and empower healers-in-training
Reduce health disparities among LGBTQIA patients
Provide specific information on disparities and local resources
Focus on clinical relevance
Structure
❖ 8 Discussion Sessions - facilitated by community providers
➢ Alphabet Soup
➢ Barriers and How to Deconstruct ‘Em
➢ Sexual Minorities
➢ Stereotypes, Heteronormativity, and Inclusivity
➢ Mental Wellness
➢ Gender Fluidity
➢ Hierarchy of Oppression and Intersectionality
➢ (Re)Defining Equality and Allyhood
❖ 1 Presentation Session - delivered by students
Panelists
❖ Vanessa K. Ferrel, M.D. Candidate | [email protected]
❖ Nicole K. Tantoco, M.D. Candidate, Program in Medical Education
- Health Equity (PRIME-HEq) | [email protected]
❖ Sean W. Berquist, M.D. Candidate | [email protected]
❖ Mary Lewinski, M.D. Ph.D., Assistant Professor of Medicine,
Division of Infectious Diseases | [email protected]
❖ Theodore Katsivas, M.D., Associate Clinical Professor,
Department of Medicine, Divisions of General Internal Medicine
and Infectious Disease | [email protected]
❖ Gabriel Wagner, M.D., Assistant Clinical Professor, Department of
Medicine, Division of Infectious Diseases | [email protected]