LGBTQ+ Inclusion: A Pilot Interdisciplinary Professional Development Program for Faculty, Clinicians, and Administrators in Higher Education

IF 2.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Innovative Higher Education Pub Date : 2023-11-30 DOI:10.1007/s10755-023-09683-4
Audrey L. Zapletal, Karla A. Bell, Adair Sanchez, Janine Tobia, Melanie Hunnicutt
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Abstract

LGBTQ+ communities experience significant healthcare and academic success disparities due to barriers in care, negative attitudes towards them, and lack of awareness among healthcare providers and educators. Addressing the unique health and wellbeing concerns of LGBTQ+ individuals in the classroom and clinic requires cultural competency among educators and health professionals, yet knowledge and training in this content is lacking. Thus, we created, piloted, and assessed a six-month interdisciplinary professional development program to enhance knowledge, attitudes, awareness, and cultural humility around LGBTQ+ health for educators, administrators, and clinicians in higher education. Participants were surveyed with standardized assessments pre- and post-program to measure their knowledge, skills, and readiness to teach these topics and incorporate them into their curricula and practice. Participants (n = 33) completed LGBTQ+ inclusivity training including six structured learning sessions, small group mentoring meetings, and a virtual visit to an LGBTQ+ community center. Participants consistently displayed interest and engaged actively in training sessions. In a follow-up survey seven months post-intervention, respondents reported changes in their practice to create inclusive environments. Data analysis demonstrated improved knowledge and comfort with LGBTQ+ care and readiness and willingness to integrate LGBTQ+ care into their curricula and interactions with students. These findings suggest that this interdisciplinary professional development pilot offers a useful program to enable educators and clinicians to support the unique needs of LGBTQ+ communities.

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LGBTQ+包容:高等教育教师、临床医生和管理人员跨学科专业发展试点项目
LGBTQ+社区经历了巨大的医疗保健和学业成功差异,这是由于护理障碍,对他们的消极态度,以及医疗保健提供者和教育工作者缺乏认识。在课堂和诊所中解决LGBTQ+个体独特的健康和福祉问题需要教育工作者和卫生专业人员的文化能力,但缺乏这方面的知识和培训。因此,我们创建、试点和评估了一个为期六个月的跨学科专业发展项目,以提高高等教育教育者、管理人员和临床医生对LGBTQ+健康的知识、态度、意识和文化谦逊。参与者在课程前和课程后接受了标准化的评估,以衡量他们的知识、技能和教授这些主题并将其纳入课程和实践的准备情况。参与者(n = 33)完成了LGBTQ+包容性培训,包括六次结构化学习课程、小组指导会议和虚拟访问LGBTQ+社区中心。参与者始终表现出对培训课程的兴趣和积极参与。在干预后7个月的后续调查中,受访者报告了他们在实践中创造包容性环境的变化。数据分析表明,他们对LGBTQ+护理的知识和舒适度有所提高,并且愿意将LGBTQ+护理融入他们的课程和与学生的互动中。这些发现表明,这个跨学科的专业发展试点提供了一个有用的项目,使教育者和临床医生能够支持LGBTQ+社区的独特需求。
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来源期刊
Innovative Higher Education
Innovative Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.30
自引率
9.10%
发文量
46
期刊介绍: Innovative Higher Education is a refereed scholarly journal that strives to package fresh ideas in higher education in a straightforward and readable fashion. The four main purposes of Innovative Higher Education are: (1) to present descriptions and evaluations of current innovations and provocative new ideas with relevance for action beyond the immediate context in higher education; (2) to focus on the effect of such innovations on teaching and students; (3) to be open to diverse forms of scholarship and research methods by maintaining flexibility in the selection of topics deemed appropriate for the journal; and (4) to strike a balance between practice and theory by presenting manuscripts in a readable and scholarly manner to both faculty and administrators in the academic community.
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