ERIC Number: EJ1055751
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Educating Healthcare Providers Regarding LGBT Patients and Health Issues: The Special Case of Physician Assistants
Compton, David A.; Whitehead, Michael B.
American Journal of Sexuality Education, v10 n1 p101-118 2015
Much is written about the availability of healthcare services among elements of the U.S. population, with a large proportion of the literature focusing on access. Although physical access is an overarching issue for many, educators must remember that a key factor in providing complete and competent healthcare is to understand the patient and any variables that may have a significant impact upon the patient's health and life. Not to do so is to exacerbate healthcare disparities, even when there are no physical barriers to access. Thus, it is not enough to simply lecture our students about diversity. We must provide them tools to deploy when they are in clinical training and their future practices. In this article, we review key healthcare-related issues affecting patients with different sexual orientation or gender identification. Moreover, we present an example of the framework for an interactive method to expand lifestyle understanding and patient care skills for students in all healthcare disciplines, particularly in regard to individuals within the lesbian, gay, bisexual, and transgender (LGBT) population. Included are methods to show students how they can make their future practice environments gender neutral and LGBT friendly.
Descriptors: Access to Health Care, Allied Health Personnel, Consciousness Raising, Homosexuality, Sexual Orientation, Sexual Identity, Gender Issues, Competence, Life Style, Skill Development, Social Attitudes, Social Bias, At Risk Persons, Health Services, Curriculum, College Faculty, Teacher Competencies, Medical Education, Knowledge Level, Pretests Posttests
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A