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Complete Androgen Insensitivity Syndrome: A Problem-Based Learning Case.

Adam Neff¹, Suzanne Kingery²

¹Third-year Medical Student, University of Louisville School of Medicine.

Mededportal : the Journal of Teaching and Learning Resources

|April 16, 2019

Summary

Medical students showed a 20% increase in knowledge after a problem-based learning (PBL) case on lesbian, gay, bisexual, transgender, queer (LGBTQ) and difference in sex development (DSD) individuals. However, some students identified barriers to applying this new LGBTQ and DSD health knowledge in practice.

Keywords:

DSD Differences of Sex Development Disorders of Sex Development LGBTQ PCRS Problem-Based Learning Sexual Minorities

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Area of Science:

Medical Education
Health Equity
Patient Care

Background:

Lack of comprehensive medical education on LGBTQ and DSD populations.
Initiation of the eQuality project at the University of Louisville to address this educational gap.
Focus on developing skills, knowledge, and attitudes for effective care of LGBTQ, gender-nonconforming, and DSD individuals.

Purpose of the Study:

To implement a problem-based learning (PBL) case to enhance medical education on Difference in Sex Development (DSD).
To assess the impact of the PBL case on student knowledge and attitudes regarding DSD and LGBTQ health.
To identify barriers to the practical application of acquired knowledge in clinical settings.

Main Methods:

Students completed pretest and posttest multiple-choice assessments on DSD and LGBTQ health topics.
A problem-based learning (PBL) case was utilized as the primary educational tool.
Student comprehension, competence, attitudes, and implementation barriers were evaluated through open-ended questions.

Main Results:

A significant 20% increase in average scores was observed from pretest to posttest.
Posttest performance showed a high correct answer rate (90%-99%) for most questions.
Pretest scores ranged from 29% to 94% correct, indicating a baseline knowledge gap.

Conclusions:

The PBL case effectively increased student knowledge regarding LGBTQ and DSD health.
Objective assessments and student feedback confirmed enhanced learning outcomes.
Some students reported potential societal or personal barriers to implementing their new knowledge in practice.