WP 30 An Interactive Online Module for Healthcare Providers to Improve LGBT Health

Tuesday, June 10, 2014
International Ballroom
Philipp Hannan, MD Candidate 2016, School of Medicine, University of Colorado, aurora, CO

Background:  Within the health care system, lesbian, gay, bisexual, and transgender (LGBT) persons face inequity that contributes to health disparities. A 2011 survey of 1,193 LGBT Coloradans found 21% of LGB and 53% of transgender individuals had been refused services by health care providers due to their sexual orientation or gender identity. 65% of LGB and 85% of transgender respondents felt there were insufficient adequately trained health care professionals to address their LGBT-specific needs. A 2013 follow-up survey of 378 Colorado medical providers underscored the need for provider education. Though 85% of providers stated they were comfortable when LGBT patients came out to them, only 47% felt comfortable asking about sexual orientation or gender identity. To address this need, we sought to improve providers’ cultural responsiveness relative to sexual orientation and gender identity.  Learning Objectives:

  1. To describe the health disparities LGBT individuals face
  2. To describe the specific healthcare needs of LGBT individuals
  3. To list the steps a practice or healthcare provider can take to create a welcoming and safe environment for LGBT individuals

Methods:  Utilizing our local data, online and in-person curricula previously developed, and local expertise, we developed a CME-accredited, one-hour, interactive, online module targeting health care providers that addresses LGBT populations through the learning objectives listed above.  

Results:  Based on adult learning theory, the module is available to interested learners at their convenience (timely) and includes pre- and post-tests to document knowledge gains (goal-oriented), embedded videos showcasing LGBT experiences (relevant), links to online resources for additional learning (self-directed), and simple, explicit instructions on creating a more welcoming environment for their LGBT patients (practical). 

Conclusions:  The module is available at: http://somed.ucdenver.edu/cme/LGBTCME.html