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Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
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Teaching LGBTQ+ Health, a Web-Based Faculty Development Course: Program Evaluation Study Using the RE-AIM Framework.

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Summary
This summary is machine-generated.

This study evaluated a massive open online course on lesbian, gay, bisexual, transgender, and queer (LGBTQ+) health for health professions educators. The course improved knowledge and intended practice changes, with minimal maintenance costs, indicating its value for faculty development.

Keywords:
DEILGBTQ+asynchronous learningcontinuing educationdiversity, equity, inclusioneducation technologyfaculty developmentlesbian, gay, bisexual, transgender, queermedical educationqueersexual and gender minorityweb-based learning

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Area of Science:

  • Medical Education
  • Public Health
  • LGBTQ+ Health

Background:

  • Health professions faculty often lack essential training in lesbian, gay, bisexual, transgender, and queer (LGBTQ+) health.
  • Targeted faculty development is crucial to bridge knowledge gaps and enhance the quality of education for future healthcare providers.
  • Preparing students to competently care for the LGBTQ+ population is a growing necessity in healthcare.

Purpose of the Study:

  • To evaluate the "Teaching LGBTQ+ Health" massive open online course (MOOC) for health professions educators.
  • To assess participant demographics, course impact, and maintenance requirements to guide future course updates.
  • To understand the effectiveness of online faculty development in LGBTQ+ health.

Main Methods:

  • Program evaluation of a MOOC using the RE-AIM framework over two years.
  • Data collection included participant demographics, pre- and post-course quizzes, and qualitative thematic analysis of open-text responses.
  • Statistical analysis of quiz scores (paired t test) and descriptive statistics for demographics and participation rates.

Main Results:

  • 1782 learners participated, primarily physicians from outside the sponsoring institution.
  • A 30% improvement in quiz scores was observed among participants who completed both tests (P<.001).
  • Participants reported increased knowledge, intention to change practices, and positive feedback on course content and delivery.

Conclusions:

  • The "Teaching LGBTQ+ Health" MOOC effectively improved participants' knowledge of fundamental LGBTQ+ health topics.
  • While participation was modest, the course demonstrated positive impact on intended practice changes and has minimal maintenance costs.
  • The web-based course will continue, with plans to incorporate new content on transgender health and gender-affirming care.