Using a Retreat to Develop a 4-Year Sexual Orientation and Gender Identity Curriculum

Objective Lesbian, gay, bisexual, and transgender (LGBT) populations experience significant health disparities, yet medical schools report devoting little educational time to the care of this population. In light of this, one School of Medicine utilized a daylong retreat to design a 4-year sexual or...

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Bibliographic Details
Published in:Academic psychiatry 2016-10, Vol.40 (5), p.796-801
Main Authors: Ton, Hendry, Eidson-Ton, W. Suzanne, Iosif, Ana-Maria, Sitkin, Nicole, Henderson, Shelly, Callahan, Edward J.
Format: Article
Language:English
Subjects:
Attitude of Health Personnel
Congresses as Topic
Cultural competence
Cultural Competency - education
Curricula
Curriculum
Decision making
Education, Medical, Undergraduate - methods
Educational Resources
Empirical Report
Faculty, Medical
Gays & lesbians
Gender Identity
Health care
Health disparities
Healthcare Disparities
Humans
Learning activities
Medical Education
Medical students
Medicine
Medicine & Public Health
Patients
Program Development
Psychiatry
Resource Materials
Sexual and Gender Minorities
Sexual Behavior
Sexual orientation
Sexuality
Teachers
Teaching
Teaching Methods
Transgender persons
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Summary:Objective Lesbian, gay, bisexual, and transgender (LGBT) populations experience significant health disparities, yet medical schools report devoting little educational time to the care of this population. In light of this, one School of Medicine utilized a daylong retreat to design a 4-year sexual orientation and gender identity (SOGI) curriculum. Methods The participants completed pre-and post-surveys on their perspectives and knowledge towards SOGI learning, and the school’s curriculum database was reviewed 2 years later to ascertain the degree of implementation of the proposed curriculum. Results Significant improvements were observed in participants’ confidence in creating an SOGI curriculum, knowledge of SOGI teaching resources, and where in the curriculum SOGI competencies are and should be taught. A 6-month follow-up survey yielded a lower response rate, but suggested strong ongoing support for the new curriculum and some continuing challenges to implementing the proposed curriculum. A review of the school’s curriculum database 2 years later showed an implementation rate of 76 %. Conclusion A focused and systematic retreat can be an effective tool for curriculum design and implementation.
ISSN:1042-9670
1545-7230
DOI:10.1007/s40596-015-0474-y