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Updated: May 26, 2026

Emergency Undocking in Robotic Surgery: A Simulation Curriculum
06:48

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Published on: May 20, 2018

LGBTQ+ Health Care Training for OB/GYN Residents Using a Simulation-Based Learning Experience.

Jonathan Seibert1, Marisa Imbroane2, Megan Stuhlman3

  • 1Clinical Assistant Professor, Department of Obstetrics and Gynecology, Wake Forest School of Medicine.

Mededportal : the Journal of Teaching and Learning Resources
|May 25, 2026
PubMed
Summary

Simulation-based learning improved OB/GYN residents' confidence and knowledge in caring for lesbian, gay, bisexual, transgender, queer, and persons with other gender identities (LGBTQ+) patients. Confidence was maintained long-term, but knowledge required reinforcement.

Keywords:
Communication SkillsHealth EquityHuman SexualityLGBTQ+OB/GYNProvider-Patient RelationshipSimulationStandardized Patient

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Area of Science:

  • Medical Education
  • Obstetrics and Gynecology
  • Health Equity

Background:

  • Lesbian, gay, bisexual, transgender, queer, and persons with other gender identities (LGBTQ+) individuals face significant barriers in accessing healthcare, including specialized OB/GYN services.
  • A substantial majority of OB/GYN residents (up to 90%) express a need for enhanced education on providing culturally competent care to the LGBTQ+ community.
  • Effective communication and understanding the unique health needs of LGBTQ+ patients are critical for improving care delivery in OB/GYN settings.

Purpose of the Study:

  • To evaluate the impact of a simulation-based learning experience (SBLE) on OB/GYN residents' confidence and knowledge regarding LGBTQ+ patient care.
  • To assess the effectiveness of SBLE in improving communication skills and understanding of LGBTQ+ health concerns among OB/GYN residents.
  • To determine the durability of knowledge and confidence gains in LGBTQ+ healthcare among residents over a 4-6 month follow-up period.

Main Methods:

  • A 3-hour SBLE was conducted for 12 third- and fourth-year OB/GYN residents, focusing on four key LGBTQ+ health topics.
  • Standardized patients with lived LGBTQ+ experiences delivered the training, ensuring authentic and nuanced patient interactions.
  • Participant confidence and knowledge were assessed using validated Likert scale and multiple-choice assessments pre-SBLE, immediately post-SBLE, and 4-6 months later.

Main Results:

  • Immediate post-SBLE assessments showed a significant mean improvement of 20% in confidence (P < .001) and 13% in knowledge (P = .01).
  • Confidence levels demonstrated sustained improvement at the 4-6 month follow-up assessment.
  • Knowledge retention showed a decline over the follow-up period, suggesting a need for ongoing educational reinforcement.

Conclusions:

  • Simulation-based learning experiences effectively enhance OB/GYN residents' confidence and immediate knowledge in caring for LGBTQ+ patients.
  • Sustained confidence highlights the value of experiential learning in addressing sensitive healthcare needs.
  • The findings underscore the necessity for continuous medical education strategies to mitigate knowledge decay and ensure long-term competency in LGBTQ+ healthcare.