Development and evaluation of a clinical simulation-based educational innovation on sexual orientation and gender identity in emergency medicine

期刊论文
发表日期：

2024年5月4日

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Juan Mohadeb,
Luke Brueton-Campbell,
Kris Doucet,
Anna Reed,
Devon Mitchell,
Tamara McColl,
Carys Massarella,
Blair Bigham,
Nadia Primiani,
Robert Primavesi,
Michael Kruse,
Rusty Souleymanov,
Ben Klassen,
Adam Brandt,
Colleen Dawson,
Luca Gheorghica,
Noé Prefontaine,
Jess Crawford,
Seth Kamabu,
Jordn-Micheal McCarthy,
Carmen Hrymak,
Murdoch Leeies

摘要

Introduction

Sexual orientation and gender identity (SOGI)-diverse patients are marginalized and poorly cared for in the emergency department, yet well-designed educational interventions to meet this gap are lacking. We developed, implemented, and assessed a novel multi-modal SOGI curriculum on health and cultural humility for emergency medicine physician trainees.

Methods

We conducted a prospective, single-arm evaluation of our educational intervention. A convenience sample of emergency medicine resident physicians (n = 21) participated in the facilitated curriculum including didactic and clinical simulation components. Participants completed a pre- and post-curriculum evaluation that assessed clinical skills, preparedness, attitudinal awareness, and basic knowledge in caring for SOGI-diverse patients. The content of the module was based on a scoping literature review and national needs assessment of Canadian emergency physicians, educators, and trainees along with expert collaborator and input from patient/community partners. The curriculum included a facilitated pre-brief, didactic presentation, clinical simulation modules, and a structured de-brief. Participant clinical skills were evaluated before and after the educational intervention. Our primary outcome was change in clinical preparedness, attitudinal awareness, and basic knowledge in caring for SOGI-diverse patients pre- and post-intervention.

Results

Our patient-centered, targeted emergency medicine SOGI health and cultural humility training resulted in a significant improvement in resident self-rated clinical preparedness, attitudes, and knowledge in caring for SOGI-diverse patients. This training was valued by participants.

Conclusion

We have designed an effective, patient-centered curriculum in health and cultural humility for SOGI-diverse patients in EM. Other programs can consider using this model and developed resources in their jurisdictions to enhance provider capacities to care for this marginalized group.