Stanley R Vance1, Brian Dentoni-Lasofsky2, Elizabeth Ozer3, Madeline B Deutsch4, Matthew J Meyers5, Sara M Buckelew6. 1. Division of Adolescent and Young Adult Medicine, Department of Pediatrics, University of California, San Francisco, 3333 California Street, Suite 245, San Francisco, CA 94143, USA. Electronic address: stanley.vance@ucsf.edu. 2. Department of Psychiatry, University of California, San Francisco, 400 Parnassus Avenue, Level B1, San Francisco, CA 94143, USA. Electronic address: Brian.Dentoni-Lasofsky@ucsf.edu. 3. Division of Adolescent and Young Adult Medicine and Office of Diversity and Outreach, University of California, San Francisco, 3333 California Street, Suite S-16, San Francisco, CA 94143, USA. Electronic address: Elizabeth.Ozer@ucsf.edu. 4. Department of Family Community Medicine, University of California, San Francisco, 2356 Sutter Street, 3rd Floor, San Francisco, CA 94143, USA. Electronic address: Madeline.Deutsch@ucsf.edu. 5. Division of Adolescent and Young Adult Medicine, Department of Pediatrics, University of California, San Francisco, 3333 California Street, Suite 245, San Francisco, CA 94143, USA. Electronic address: Matthew.Meyers@ucsf.edu. 6. Division of Adolescent and Young Adult Medicine, Department of Pediatrics, University of California, San Francisco, 3333 California Street, Suite 245, San Francisco, CA 94143, USA. Electronic address: Sara.Buckelew@ucsf.edu.
Abstract
OBJECTIVE: To examine the impact of standardized patient encounters (SPE) on gender-affirming communication skills and self-efficacy of pediatrics learners. METHODS: Fourth year medical students, pediatrics interns, psychiatry interns, and nurse practitioner trainees on one-month adolescent medicine blocks completed a curriculum with e-learning activities that was expanded to include SPEs. Following e-learning, learners completed two SPEs featuring transgender adolescent cases. Faculty observers and standardized patients completed checklists focused on history-taking, counseling, and interpersonal communication, and provided learner feedback after each case. The curriculum was evaluated by comparing skills checklists scores from case 1 to case 2 via Wilcoxon signed-rank tests. Self-efficacy was assessed pre-curriculum (Assessment 1), post e-learning (Assessment 2), and post-SPE (Assessment 3) using a previously developed instrument. Changes in self-efficacy scores were assessed via linear regression models with generalized estimating equations. RESULTS: Forty-three eligible learners participated in the study. The majority were pediatrics interns, and 5 learners had worked in a transgender clinic prior to the curriculum participation. Learners increased median total checklist scores between cases from 22 to 28 (p<0.001) (maximum score of 34). Learners' overall self-efficacy scores improved by 3.4 (CI: 2.9-3.9; p<0.001) between Assessments 1 and 2 and by 1.5 (CI:1.2-1.7; p<0.001) from Assessment 2 to 3. Similar improvements in checklist scores and self-efficacy occurred within stratified learner types. CONCLUSIONS: The combination of SPEs with e-learning is effective at improving self-efficacy and gender-affirming communication skills for a multidisciplinary pediatrics learners. The comprehensive curriculum allowed learners inexperienced with transgender youth to apply knowledge and practice skills.
OBJECTIVE: To examine the impact of standardized patient encounters (SPE) on gender-affirming communication skills and self-efficacy of pediatrics learners. METHODS: Fourth year medical students, pediatrics interns, psychiatry interns, and nurse practitioner trainees on one-month adolescent medicine blocks completed a curriculum with e-learning activities that was expanded to include SPEs. Following e-learning, learners completed two SPEs featuring transgender adolescent cases. Faculty observers and standardized patients completed checklists focused on history-taking, counseling, and interpersonal communication, and provided learner feedback after each case. The curriculum was evaluated by comparing skills checklists scores from case 1 to case 2 via Wilcoxon signed-rank tests. Self-efficacy was assessed pre-curriculum (Assessment 1), post e-learning (Assessment 2), and post-SPE (Assessment 3) using a previously developed instrument. Changes in self-efficacy scores were assessed via linear regression models with generalized estimating equations. RESULTS: Forty-three eligible learners participated in the study. The majority were pediatrics interns, and 5 learners had worked in a transgender clinic prior to the curriculum participation. Learners increased median total checklist scores between cases from 22 to 28 (p<0.001) (maximum score of 34). Learners' overall self-efficacy scores improved by 3.4 (CI: 2.9-3.9; p<0.001) between Assessments 1 and 2 and by 1.5 (CI:1.2-1.7; p<0.001) from Assessment 2 to 3. Similar improvements in checklist scores and self-efficacy occurred within stratified learner types. CONCLUSIONS: The combination of SPEs with e-learning is effective at improving self-efficacy and gender-affirming communication skills for a multidisciplinary pediatrics learners. The comprehensive curriculum allowed learners inexperienced with transgender youth to apply knowledge and practice skills.
Authors: Jason van Heesewijk; Alex Kent; Tim C van de Grift; Alex Harleman; Maaike Muntinga Journal: Adv Health Sci Educ Theory Pract Date: 2022-04-12 Impact factor: 3.629