Clinical Learning and LGBTQ+ Health: Summary of a LGBTQ+ Health Clinical Rotation.

Area of Science:

• Medical Education
• Health Disparities
• LGBTQ+ Health

Background:

• Lesbian, gay, bisexual, transgender, queer, and people who identify as something else (LGBTQ+) individuals face significant healthcare barriers.
• A notable gap exists in clinical learning experiences focused on LGBTQ+ patient care, despite increased didactic efforts.
• Physician Assistant (PA) education requires specialized training to address the unique health needs of the LGBTQ+ community.

Purpose of the Study:

• To develop and implement a dedicated clinical rotation for PA students focused on LGBTQ+ health.
• To assess the impact of this rotation on students' knowledge, comfort, and confidence in caring for LGBTQ+ patients.
• To identify specific learning priorities within LGBTQ+ healthcare for future educational enhancements.

Main Methods:

• A 4-week LGBTQ+ Health clinical rotation was designed and implemented across multiple clinical sites.
• Six PA students completed pre- and post-rotation surveys to evaluate changes in knowledge, comfort, and confidence.
• Paired t-tests analyzed quantitative data, while two independent reviewers analyzed qualitative feedback.

Main Results:

• Statistically significant improvements were observed in students' knowledge, comfort, and confidence levels post-rotation.
• Student evaluations indicated positive feedback across all components of the clinical rotation.
• Qualitative data revealed a strong student interest in trans-related healthcare as a key learning priority.

Conclusions:

• Clinical rotations specifically designed for LGBTQ+ patient care are highly effective learning experiences.
• Such rotations enhance student knowledge, comfort, and confidence, contributing to improved healthcare provision.
• Clinically-based educational interventions are a vital strategy for mitigating health disparities faced by LGBTQ+ individuals.