Implementing curricular and institutional climate changes to improve health care for individuals who are LGBT, gender nonconforming, or born with DSD : a resource for medical educators / edited for the AAMC by Andrew D. Hollenbach, Kristen L. Eckstrand, Alice Dreger
- Washington, DC : Association of American Medical Colleges, 2014.
- First edition.
- Physical Description:
- 1 online resource (1 PDF file (xxv, 280 pages)) : illustrations
- Additional Creators:
- Hollenbach, Andrew D.
Eckstrand, Kristen L.
Dreger, Alice Domurat
AAMC Advisory Committee on Sexual Orientation, Gender Identity, and Sex Development
Association of American Medical Colleges
- Chapter 1: Laying the foundation for inclusion and equality -- Chapter 2: The role of medical education and health care professionals in eliminating health disparities -- Chapter 3: Professional competency objectives to improve health care for people who are or may be LGBT, gender nonconforming, and/or born with DSD -- Chapter 4: Integrating competencies into medical school curricula to improve health care for people who are or may be LGBT, gender nonconforming, and/or born with DSD -- Chapter 5: Clinical scenarios and discussion points for experiential learning -- Chapter 6: How to assess learners and evaluate the impact of curricular and climate initiatives -- Chapter 7: Using AAMC's MedEdPORTAL® to advance curricular change -- Chapter 8: Future directions.
- People who are LGBT, gender nonconforming, or born with DSD often experience challenges when seeking care in doctors' offices, community clinics, hospitals, and emergency rooms. These experiences, which can range from being made to feel unwelcome to outright discrimination and mistreatment, lead to poorer physical and emotional health. The report identifies 30 competencies that physicians must master. These competencies fall under eight domains of care critical to training physicians, including patient care, knowledge for practice, practice-based learning and improvement, interpersonal and communication skills, professionalism, systems-based practice, interprofessional collaboration, and personal and professional development. This competency-based framework will allow medical educators to integrate the new guidelines into existing curricula more easily and encourage faculty and health care professionals to move away from thinking of patients in these groups as separate from the general patient population.
- Education, Medical—methods
- Disorders of Sex Development
- Health Services for Transgender Persons
- Culturally Competent Care
- Sexual minorities—Medical care—United States
- Transgender people—Medical care—United States
- Physicians—Training of—United States
- Medical education—United States
- Medical education
- Physicians—Training of.
- United States
- Related Titles:
- R2 digital library
- Digital File Characteristics:
- text file PDF
text file html
- R2 digital library.
"This report was produced by the AAMC Advisory Committee on Sexual Orientation, Gender Identity, and Sex Development"--Page ii.
- Bibliography Note:
- Includes bibliographical references.
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