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ForwardLGBTQ Education, Inclusivity, and Health Equity
While significant strides have been made in the United States to improve both the legal rights and the access to appropriate health care services for members of the lesbian, bisexual, transgendered, and queer (LGBTQ) communities over the past few decades, major inequities, discrimination, access issues, and poor health outcomes still exist for many members of the LGBTQ community, especially those that are non-traditional gender conforming. Rates of depression and suicide are increased among some members of the LGBTQ community and access to appropriate, timely, and respectful health care continues to be an issue for many. . . . Many current health care providers remain poorly prepared to provide optimal, respectful care for individuals in the LGBTQ community due to a lack of understanding or persistent stereotypes. Surveys of medical school curriculum over the past decade have revealed suboptimal time devoted to and sufficient content about LGBTQ issues to prepare future physicians to meet the unique needs of the LGBTQ community. . . . Thus, it seems prudent for us as a health professions education community to raise awareness, take action, and become advocates to address health equity issues and sociopolitical discrimination that impacts the health and wellbeing of the LGBTQ members of our communities.
Click the Program or Begin tabs for instructions.
Intended Audience
Health Sciences Clinical Educators including faculty, preceptors and instructors.
Learning Objectives
Participants of the online journal club will:
- Examine a research article relevant to clinical teaching and context.
- Apply an evidence based approach to a scenario.
- Discuss the article and case in relation to clinical teaching.
The discussion facilitator will be available to respond to your questions and comments beginning January 7, 2019 until January 13, 2019.
To participate in the course follow the directions below:
- After you login, access and read the journal article and scenario information by clicking the Begin tab and then the Begin button. Click the Journal Article tab, open and read the article pdf then click the Scenario tab to read the scenario.
- Click the Discussion Question 1 tab to read and post responses to the question and comments.
- Repeat for Discussion Question 2.
- You should read and respond to the comments and questions from the discussion facilitator and other participants beginning January 7, 2019 until January 13, 2019 or beyond this time as appropriate.
- To see newly posted comments and questions click the Review button on either discussion question tabs or refresh the page in the web browser.
- As this is not a live presentation your engagement by posting timely comments and responses helps keep the conversation fresh.
- The discussion facilitator may continue to, monitor, review and reply to comments periodically as appropriate.
- Remember to see new comments in real time: refresh the page or click the Review button in Discussion Question tabs.
- Next, complete the evaluation.
Continuing education credit is not available for this course. There are no fees for participating in this online educational activity. This activity is available for you to review prior comments and questions through December 2020.
Email stahr2@wisc.edu if you have issues accessing the featured journal article.
Elizabeth M. Petty, MD
Senior Associate Dean, Academic Affairs
Professor of Pediatrics
Defining Roles and Characteristics in Alphabetical Order:
Academic Administrator, Artist, Geneticist, Health Care Provider, Lesbian, Mother, Musician, Teacher, Wife, Writer
Preferred Pronouns:
She/Her/Hers
The discussion facilitator will be available to respond to your questions and comments beginning January 7, 2019 until January 13, 2019.
To participate in the course follow the directions below:
- After you login, access and read the journal article and scenario information by clicking the Begin tab and then the Begin button. Click the Journal Article tab, open and read the article pdf then click the Scenario tab to read the scenario.
- Click the Discussion Question 1 tab to read and post responses to the question and comments.
- Repeat for Discussion Question 2.
- You should read and respond to the comments and questions from the discussion facilitator and other participants beginning January 7, 2019 until January 13, 2019 or beyond this time as appropriate.
- To see newly posted comments and questions click the Review button on either discussion question tabs or refresh the page in the web browser.
- As this is not a live presentation your engagement by posting timely comments and responses helps keep the conversation fresh.
- The discussion facilitator may continue to, monitor, review and reply to comments periodically as appropriate.
- Remember to see new comments in real time: refresh the page or click the Review button in Discussion Question tabs.
- Next, complete the evaluation.
Continuing education credit is not available for this course. There are no fees for participating in this online educational activity. This activity is available for you to review prior comments and questions through December 2020.
Email stahr2@wisc.edu if you have issues accessing the featured journal article.
Required Hardware/software
Free, current version of Internet Explorer, Firefox, Safari, or Chrome. Some older browsers and Microsoft Edge could produce error messages or not display the content correctly.