A study led by student Mandi Pratt-Chapman introducing new LGBTQI health curricula to health care professional students at GW was accepted for publication in the Journal of Interprofessional Care. The manuscript, titled, "Health professional student preparedness to care for sexual and gender minorities: Efficacy of an elective interprofessional educational intervention" described an 8-hour symposium open to medical, nursing, psychology, and public health students and faculty at GW. The study compared learner knowledge, attitudes, and clinical preparedness, as well as perceived value of interprofessional learning, before and after the symposium.
Learners at post-test were compared to an interprofessional group who did not attend the symposium. Results indicated statistically significant improvements for confidence in all learning objectives (p<.05) and for two of three factors (knowledge and clinical preparedness) of the Lesbian, Gay, Bisexual, and Transgender Development of Clinical Skills Scale (LGBT-DOCSS).
In contrast to the comparison group, symposium participants at posttest rated higher on learning objectives, the attitudes and knowledge LGBT-DOCSS factors, and perceived value of interprofessional learning as measured by four items from the Interprofessional Learning Scale. This innovation is a starting point to address an identified learning gap. Findings support the benefit of greater curricular integration of sexual and gender minority health content through interprofessional learning to ensure preparedness of all practitioners.