Louisville Medicine Volume 62, Issue 9 | Page 14

FIRST IN THE NATION: MEDICAL SCHOOL INCORPORATING LGBT TRAINING BASED ON NEWLY RELEASED AAMC COMPETENCIES All photos by Tony Simms Susan Sawning, MSSW, Brian Buford, M. Ed., Stacie Steinbock, M.Ed., Ann Shaw, MD, MA, Toni Ganzel, MD*, MBA, Amy Holthouser, MD*, Leslee Martin, MA, V. Faye Jones, MD, PhD., MSPH* (*Only GLMS Physician members are pictured as authors in Louisville Medicine.) domains of care critical to training physicians, including patient care, knowledge for practice, practice-based learning and improvement, interpersonal and communication skills, professionalism, systems-based practice, inter-professional collaboration and personal and professional development. This competency-based framework will allow medical educators to integrate the new guidelines into existing curricula more easily. T he University of Louisville School of Medicine will serve as the nation’s pilot site for training future physicians on the unique health care concerns and issues encountered by people who are lesbian, gay, bisexual, transgender (LGBT), gender nonconforming or born with differences of sex development (DSD). LGBT and DSD-Affected individuals have specific health care needs and face significant health disparities. Nationally, LGBT and DSD-Affected patients report a lack of provider education as a barrier to effective health care and transgender patients report being harassed or disrespected in a hospital or doctor’s office. As a result, many of these patients avoid medical treatment, including emergency care. The average time dedicated to teaching LGBT related content in North American medical schools in the entire curriculum is approximately five hours, meaning that in many schools it is much lower. The Institute of Medicine, The Joint Commission, the U.S. Department of Health and Human Services, and the Association of American Medical Colleges (AAMC) have all recently emphasized the need for increased provider education in LGBT health. In November 2014, the AAMC Advisory Committee on Sexual Orientation, Gender Identity, and Differences of Sex Development released specific competencies to provide medical schools with a framework for recognizing existing gaps in LGBT and DSD-Affected training, and issued a challenge to medical schools to address the needs of LGBT patients. These competencies fall under eight 12 LOUISVILLE MEDICINE “We are very excited to serve as our nation’s learning ground in training the next generation of physicians in meeting the unique health care needs of our LGBT and DSD-Affected population,” said Toni Ganzel, MD, Dean of the U of L School of Medicine. “Every segment of our population brings its own set of health care issues and concerns. As we strive to provide the highest quality training possible, it is a privilege to model that educational experience for our colleagues throughout the nation.” The LGBT Center at U of L, the School of Medicine’s Undergraduate Medical Education (UME) Office, and the Health Sciences Center’s Office of Diversity and Inclusion have partnered to initiate eQuality: Leading Medical Education to Deliver Equitable Quality Care for all People, Regardless of Identity, Development, or Expression of Gender/Sex/Sexuality. The mission of eQuality is to implement a comprehensive medical school curriculum that requires students to learn, practice, and demonstrate mastery of skills, knowledge, and attitudes required for excellent care of patients who are LGBT, gender non-conforming, and/or born with disorders of sex development. Two of the primary authors of the AAMC competencies, Jennifer Potter, MD, Harvard School of Medicine, and Kristen Eckstrand, PhD (and fourth-year medical student), Vanderbilt University School of Medicine, will assist the U of L School of Medicine with eQuality. Additionally, John Davis, MD, from The Ohio State University and the AAMC Group on Diversity & Inclusion LGBT Issues Representative also will assist the project. (continued on page 14)