Michael Rosenblum, MD; J. Aleah Nesteby, RN, FNP; Lauren Meade, MD; Carolyn Delk, DO; Malina Yotova, MD;
Increasing Competency in Transgender Care: A Case-based Curriculum
The goal of our project is to increase the competency of Tufts medical students in working with transgender patients. By improving physician knowledge of the various psycho-social issues impacting the transgender population, they will be able to deliver health care services in a more competent, respectful, and sensitive manner. This project will utilize two multi-media instructional modules over the course of a semester, reaching Tufts medical students as well as interested Baystate faculty and staff. Participant knowledge and comfort level regarding the subject matter will be assessed prior to, immediately following, and within 3 months after completion of the transgender health curriculum. The expectation is that participants will demonstrate increased knowledge, comfort and sensitivity in working with the transgender population.
Gladys Fernandez MD; Mihaela Stefan MD; David Page MD; Kaitlyn Wong MD; Kimberly William; Rebecca Blanchard PhD; Elizabeth D’Amour RN; Andrew Doben MD; Richard Wait MD PhD; Neal Seymour MD;
Baystate Medical Center
Implementation of a Dynamic Curriculum for Cultural Competency Training
A multicultural and multidisciplinary group of faculty and educators at Baystate Medical Center is coming together to participate in the development and implementation of a dynamic curriculum for cultural competency training for students and residents. Notable experience has been gained over the past several decades regarding development and delivery of curricula in many of the core competency areas fundamental to patient care. In addition, content delivery methods have expanded from traditional didactics to multi-method innovative techniques. One fundamental educational area that has yet to evolve in the undergraduate, graduate and professional continuing education realm is that of cultural competency training. Healthcare populations and workforce diversity have evolved significantly nationally, yet educational curricula for these have not. Provision of suboptimal healthcare in diverse population groups, language and behavioral gaps, lack of provider knowledge regarding cultural competence, and a growing ethnically and racially diverse nation provide the impetus for curriculum development in areas of diversity education. We propose to utilize a variety of interactive curriculum techniques developed and delivered by a diverse faculty group to all medical students exposed to clinical rotations within our institution for a one year period. Assessment of baseline knowledge, skills and attitudes will be followed by interactive training techniques and subsequent post-intervention re-evaluation of performance. The ultimate aims of this year-long experience are to hone a variety of effective curriculum delivery and assessment methods, develop a distributable educational product for all Tufts students and residents, and foster student-as-teacher dissemination techniques for ongoing practice-based learning and improvement.