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Exploring a case for education about sexual and gender minorities in postgraduate emergency medicine training: forming recommendations for change.

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Title: Exploring a case for education about sexual and gender minorities in postgraduate emergency medicine training: forming recommendations for change.
Authors: Burcheri, Adam1 (AUTHOR) adam.burcheri@hotmail.com, Coutin, Alexandre2 (AUTHOR), Bigham, Blair L.3 (AUTHOR), Kruse, Michael I.4 (AUTHOR), Lien, Kelly5 (AUTHOR), Lim, Rodrick6 (AUTHOR), MacCormick, Hilary7 (AUTHOR), Morris, Judy8 (AUTHOR), Ng, Victor9 (AUTHOR), Primiani, Nadia10 (AUTHOR), Odorizzi, Scott2 (AUTHOR), Poirier, Vincent11 (AUTHOR), Upadhye, Suneel12 (AUTHOR), Primavesi, Robert11 (AUTHOR)
Source: Postgraduate Medicine. Aug2023, Vol. 135 Issue 6, p623-632. 10p.
Subject Terms: *Continuing medical education, *Surgical education, Sexual minorities, Emergency medicine, Professional associations, Medical personnel, Training of medical residents
Geographic Terms: Canada
Abstract: Social medicine and health advocacy curricula are known to be uncommon in postgraduate medical education. As justice movements work to unveil the systemic barriers experienced by sexual and gender minority (SGM) populations, it is imperative that the emergency medicine (EM) community progress in its efforts to provide equitable, accessible, and competent care for these vulnerable groups. Given the paucity of literature on this subject in the context of EM in Canada, this commentary borrows evidence from other specialties across North America. Trainees across specialties and of all stages are caring for an increasing number of SGM patients. Lack of education at all levels of training is identified as a significant barrier to adequately caring for these populations, thereby precipitating significant health disparities. Cultural competency is often mistakenly attributed to a willingness to treat rather than the provision of quality care. However, positive attitudes do not necessarily correlate with trainee knowledge. Barriers to creating and implementing culturally competent curricula are plentiful, yet facilitating policies and resources are rare. While international bodies continuously publish position statements and calls to action, concrete change is seldom made. The scarcity of SGM curricula can be attributed to the universal absence of formal acknowledgment of SGM health as a required competency by accreditation boards and professional membership associations. This commentary synthesizes hand-picked literature in an attempt to inform healthcare professionals on their journey toward developing culturally competent postgraduate medical education. By thematically organizing evidence into a stepwise approach, the goal of this article is to borrow ideas across medical and surgical specialties to inform the creation of recommendations and make a case for an SGM curriculum for EM programs in Canada. [ABSTRACT FROM AUTHOR]
Copyright of Postgraduate Medicine is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Exploring a case for education about sexual and gender minorities in postgraduate emergency medicine training: forming recommendations for change.
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  Data: <searchLink fieldCode="AR" term="%22Burcheri%2C+Adam%22">Burcheri, Adam</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> adam.burcheri@hotmail.com</i><br /><searchLink fieldCode="AR" term="%22Coutin%2C+Alexandre%22">Coutin, Alexandre</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bigham%2C+Blair+L%2E%22">Bigham, Blair L.</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kruse%2C+Michael+I%2E%22">Kruse, Michael I.</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lien%2C+Kelly%22">Lien, Kelly</searchLink><relatesTo>5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lim%2C+Rodrick%22">Lim, Rodrick</searchLink><relatesTo>6</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22MacCormick%2C+Hilary%22">MacCormick, Hilary</searchLink><relatesTo>7</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Morris%2C+Judy%22">Morris, Judy</searchLink><relatesTo>8</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ng%2C+Victor%22">Ng, Victor</searchLink><relatesTo>9</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Primiani%2C+Nadia%22">Primiani, Nadia</searchLink><relatesTo>10</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Odorizzi%2C+Scott%22">Odorizzi, Scott</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Poirier%2C+Vincent%22">Poirier, Vincent</searchLink><relatesTo>11</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Upadhye%2C+Suneel%22">Upadhye, Suneel</searchLink><relatesTo>12</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Primavesi%2C+Robert%22">Primavesi, Robert</searchLink><relatesTo>11</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Postgraduate+Medicine%22">Postgraduate Medicine</searchLink>. Aug2023, Vol. 135 Issue 6, p623-632. 10p.
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  Data: *<searchLink fieldCode="DE" term="%22Continuing+medical+education%22">Continuing medical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Surgical+education%22">Surgical education</searchLink><br /><searchLink fieldCode="DE" term="%22Sexual+minorities%22">Sexual minorities</searchLink><br /><searchLink fieldCode="DE" term="%22Emergency+medicine%22">Emergency medicine</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+associations%22">Professional associations</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+personnel%22">Medical personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Training+of+medical+residents%22">Training of medical residents</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Social medicine and health advocacy curricula are known to be uncommon in postgraduate medical education. As justice movements work to unveil the systemic barriers experienced by sexual and gender minority (SGM) populations, it is imperative that the emergency medicine (EM) community progress in its efforts to provide equitable, accessible, and competent care for these vulnerable groups. Given the paucity of literature on this subject in the context of EM in Canada, this commentary borrows evidence from other specialties across North America. Trainees across specialties and of all stages are caring for an increasing number of SGM patients. Lack of education at all levels of training is identified as a significant barrier to adequately caring for these populations, thereby precipitating significant health disparities. Cultural competency is often mistakenly attributed to a willingness to treat rather than the provision of quality care. However, positive attitudes do not necessarily correlate with trainee knowledge. Barriers to creating and implementing culturally competent curricula are plentiful, yet facilitating policies and resources are rare. While international bodies continuously publish position statements and calls to action, concrete change is seldom made. The scarcity of SGM curricula can be attributed to the universal absence of formal acknowledgment of SGM health as a required competency by accreditation boards and professional membership associations. This commentary synthesizes hand-picked literature in an attempt to inform healthcare professionals on their journey toward developing culturally competent postgraduate medical education. By thematically organizing evidence into a stepwise approach, the goal of this article is to borrow ideas across medical and surgical specialties to inform the creation of recommendations and make a case for an SGM curriculum for EM programs in Canada. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Postgraduate Medicine is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00325481.2023.2225329
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        Text: English
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        Type: general
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      – SubjectFull: Sexual minorities
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      – SubjectFull: Emergency medicine
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      – SubjectFull: Professional associations
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      – SubjectFull: Medical personnel
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              Text: Aug2023
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