Comparison of faculty and student perceptions of sexual and gender minority content in a preclerkship medical curriculum
Abstract Background Sexual and gender minority (SGM) persons experience stark health disparities. Efforts to mitigate disparities through medical education have met some success. However, evaluations have largely focused on subjective perspectives rather than objective measures. This study aimed to...
| Main Authors: | , , , , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2023-12-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-023-04925-7 |
| _version_ | 1797376940710035456 |
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| author | Benjamin Crosby Isabelle M. Gell-Levey Janet Monroe Carl G. Streed Jennifer Siegel Erin E. Carter Nat Mulkey Ann C. Zumwalt |
| author_facet | Benjamin Crosby Isabelle M. Gell-Levey Janet Monroe Carl G. Streed Jennifer Siegel Erin E. Carter Nat Mulkey Ann C. Zumwalt |
| author_sort | Benjamin Crosby |
| collection | DOAJ |
| description | Abstract Background Sexual and gender minority (SGM) persons experience stark health disparities. Efforts to mitigate disparities through medical education have met some success. However, evaluations have largely focused on subjective perspectives rather than objective measures. This study aimed to quantify Boston University School of Medicine’s sexual and gender minority (SGM) education through surveys of course directors (CDs) and medical students regarding where SGM topics were taught in the preclerkship medical curriculum. Responses were compared to identify concordance between faculty intention and student perceptions regarding SGM education. Methods A cross-sectional survey was distributed to preclerkship CDs and current medical students in Spring 2019 and 2021, respectively, regarding where in the mandatory preclerkship curriculum CDs deliberately taught and where first- and second-year students recalled having learned 10 SGM topic domains. Results 64.3% of CDs (n = 18), 47.0% of the first-year class (n = 71), and 67.3% of the second-year class (n = 101) responded to the surveys. Results indicate that, as anticipated, deliberate SGM teaching correlates with greater student recall as students recalled topics that were reported by CDs as intentionally taught at a significantly higher rate compared to those not intentionally taught (32.0% vs. 15.3%; p < 0.01). Students most commonly recalled learning SGM-related language and terminology, which is likely partly but not entirely attributed to curricular modifications and faculty development made between distribution of the faculty and student surveys, indicating the importance of all faculty being trained in appropriate SGM terminology and concepts. Discordance between faculty intention and student recall of when topics were taught reveals opportunities to enhance the intentionality and impact of SGM teaching. Conclusions Students perceive and recall SGM content that is not listed as learning objectives, and all faculty who utilize this material in their teachings should receive foundational training and be thoughtful about how information is framed. Faculty who intentionally teach SGM topics should be explicit and direct about the conclusions they intend students to draw from their curricular content. |
| first_indexed | 2024-03-08T19:45:51Z |
| format | Article |
| id | doaj.art-d5fb460c57744b399071ef3cd9ac0c7a |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-03-08T19:45:51Z |
| publishDate | 2023-12-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-d5fb460c57744b399071ef3cd9ac0c7a2023-12-24T12:22:03ZengBMCBMC Medical Education1472-69202023-12-0123111110.1186/s12909-023-04925-7Comparison of faculty and student perceptions of sexual and gender minority content in a preclerkship medical curriculumBenjamin Crosby0Isabelle M. Gell-Levey1Janet Monroe2Carl G. Streed3Jennifer Siegel4Erin E. Carter5Nat Mulkey6Ann C. Zumwalt7Boston University Chobanian & Avedisian School of MedicineBoston University Chobanian & Avedisian School of MedicineBoston University Chobanian & Avedisian School of MedicineCenter for Transgender Medicine and Surgery, Boston Medical CenterCenter for Transgender Medicine and Surgery, Boston Medical CenterDivision of Urology, University of Utah School of MedicineDepartment of Psychiatry, The University of Vermont Medical CenterDepartment of Anatomy & Neurobiology, Boston University Chobanian & Avedisian School of MedicineAbstract Background Sexual and gender minority (SGM) persons experience stark health disparities. Efforts to mitigate disparities through medical education have met some success. However, evaluations have largely focused on subjective perspectives rather than objective measures. This study aimed to quantify Boston University School of Medicine’s sexual and gender minority (SGM) education through surveys of course directors (CDs) and medical students regarding where SGM topics were taught in the preclerkship medical curriculum. Responses were compared to identify concordance between faculty intention and student perceptions regarding SGM education. Methods A cross-sectional survey was distributed to preclerkship CDs and current medical students in Spring 2019 and 2021, respectively, regarding where in the mandatory preclerkship curriculum CDs deliberately taught and where first- and second-year students recalled having learned 10 SGM topic domains. Results 64.3% of CDs (n = 18), 47.0% of the first-year class (n = 71), and 67.3% of the second-year class (n = 101) responded to the surveys. Results indicate that, as anticipated, deliberate SGM teaching correlates with greater student recall as students recalled topics that were reported by CDs as intentionally taught at a significantly higher rate compared to those not intentionally taught (32.0% vs. 15.3%; p < 0.01). Students most commonly recalled learning SGM-related language and terminology, which is likely partly but not entirely attributed to curricular modifications and faculty development made between distribution of the faculty and student surveys, indicating the importance of all faculty being trained in appropriate SGM terminology and concepts. Discordance between faculty intention and student recall of when topics were taught reveals opportunities to enhance the intentionality and impact of SGM teaching. Conclusions Students perceive and recall SGM content that is not listed as learning objectives, and all faculty who utilize this material in their teachings should receive foundational training and be thoughtful about how information is framed. Faculty who intentionally teach SGM topics should be explicit and direct about the conclusions they intend students to draw from their curricular content.https://doi.org/10.1186/s12909-023-04925-7Undergraduate medical educationSexual and gender minoritiesCurriculum assessmentSexual orientationGender identityLGBTQ + |
| spellingShingle | Benjamin Crosby Isabelle M. Gell-Levey Janet Monroe Carl G. Streed Jennifer Siegel Erin E. Carter Nat Mulkey Ann C. Zumwalt Comparison of faculty and student perceptions of sexual and gender minority content in a preclerkship medical curriculum BMC Medical Education Undergraduate medical education Sexual and gender minorities Curriculum assessment Sexual orientation Gender identity LGBTQ + |
| title | Comparison of faculty and student perceptions of sexual and gender minority content in a preclerkship medical curriculum |
| title_full | Comparison of faculty and student perceptions of sexual and gender minority content in a preclerkship medical curriculum |
| title_fullStr | Comparison of faculty and student perceptions of sexual and gender minority content in a preclerkship medical curriculum |
| title_full_unstemmed | Comparison of faculty and student perceptions of sexual and gender minority content in a preclerkship medical curriculum |
| title_short | Comparison of faculty and student perceptions of sexual and gender minority content in a preclerkship medical curriculum |
| title_sort | comparison of faculty and student perceptions of sexual and gender minority content in a preclerkship medical curriculum |
| topic | Undergraduate medical education Sexual and gender minorities Curriculum assessment Sexual orientation Gender identity LGBTQ + |
| url | https://doi.org/10.1186/s12909-023-04925-7 |
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