Robert Primavesi1, Adam Burcheri2, Blair L Bigham3, Alexandre Coutin4, Kelly Lien5, Justin Koh6, Michael Kruse7, Hilary MacCormick8, Scott Odorizzi4, Victor Ng5, Vincent Poirier9, Nadia Primiani10, Sheila Smith6, Suneel Upadhye11, Clare Wallner11, Judy Morris12, Rodrick Lim5. 1. Montreal General Hospital, McGill University, 1650 Cedar Avenue, Room C2-101.7, Montreal, QC, H3G1A4, Canada. robert.primavesi@mcgill.ca. 2. Concordia University, Montreal, QC, Canada. 3. Stanford University, Stanford, CA, USA. 4. University of Ottawa, Ottawa, ON, Canada. 5. Western University, London, ON, Canada. 6. University of Saskatchewan, Saskatoon, SK, Canada. 7. Queen's University, Kingston, ON, Canada. 8. Dalhousie University, Halifax, NS, Canada. 9. Montreal General Hospital, McGill University, 1650 Cedar Avenue, Room C2-101.7, Montreal, QC, H3G1A4, Canada. 10. University of Toronto, Toronto, ON, Canada. 11. McMaster University, Hamilton, ON, Canada. 12. Université de Montréal, Montreal, QC, Canada.
Abstract
OBJECTIVES: The CAEP 2021 2SLGBTQIA +i panel sought whether a gap exists within Canadian emergency medicine training pertaining to sexual and gender minority communities. This panel aimed to generate practical recommendations on improving emergency medicine education about sexual and gender minorities, thereby improving access to equitable healthcare. METHODS: From August 2020 to June 2021, a panel of emergency medicine practitioners, residents, students, and community representatives met monthly via videoconference. A literature review was undertaken, and three mixed methods surveys were distributed to the CAEP member list, CAEP Resident Section, College of Family Physicians of Canada (CFPC)iii Emergency Medicine Members Interest Group, and to emergency medicine residency program directors and their residents. Informed by the review and surveys, recommendations were drafted and refined by panel members before presentation at the 2021 CAEP Academic Symposium. A plenary was presented to symposium attendees composed of national emergency medicine community members, which reported the survey results and literature review. All attendees were divided into small groups to develop an action plan for each recommendation. CONCLUSIONS: The panel outlines eight recommendations for closing the curricular gap. It identifies three perceived or real barriers to the inclusion of sexual and gender minority content in emergency medicine residency curricula. It acknowledges three enabling recommendations that are beyond the scope of individual emergency medicine programs or emergency departments (EDs), that if enacted would enable the implementation of the recommendations. Each recommendation is accompanied by two action items as a guide to implementation. Each of the three barriers is accompanied by two action items that offer specific solutions to overcome these obstacles. Each enabling recommendation suggests an action that would shift emergency medicine towards sociocultural competence nationally. These recommendations set the primary steps towards closing the educational gap.
OBJECTIVES: The CAEP 2021 2SLGBTQIA +i panel sought whether a gap exists within Canadian emergency medicine training pertaining to sexual and gender minority communities. This panel aimed to generate practical recommendations on improving emergency medicine education about sexual and gender minorities, thereby improving access to equitable healthcare. METHODS: From August 2020 to June 2021, a panel of emergency medicine practitioners, residents, students, and community representatives met monthly via videoconference. A literature review was undertaken, and three mixed methods surveys were distributed to the CAEP member list, CAEP Resident Section, College of Family Physicians of Canada (CFPC)iii Emergency Medicine Members Interest Group, and to emergency medicine residency program directors and their residents. Informed by the review and surveys, recommendations were drafted and refined by panel members before presentation at the 2021 CAEP Academic Symposium. A plenary was presented to symposium attendees composed of national emergency medicine community members, which reported the survey results and literature review. All attendees were divided into small groups to develop an action plan for each recommendation. CONCLUSIONS: The panel outlines eight recommendations for closing the curricular gap. It identifies three perceived or real barriers to the inclusion of sexual and gender minority content in emergency medicine residency curricula. It acknowledges three enabling recommendations that are beyond the scope of individual emergency medicine programs or emergency departments (EDs), that if enacted would enable the implementation of the recommendations. Each recommendation is accompanied by two action items as a guide to implementation. Each of the three barriers is accompanied by two action items that offer specific solutions to overcome these obstacles. Each enabling recommendation suggests an action that would shift emergency medicine towards sociocultural competence nationally. These recommendations set the primary steps towards closing the educational gap.
Keywords:
2SLGBTQIA + ; Cultural competence; Diversity; Emergency medicine; Equity; Gender; Inclusion; Justice; Medical education; Residency curriculum; Sexuality; Social medicine
Authors: Joel Moll; Paul Krieger; Lisa Moreno-Walton; Benjamin Lee; Ellen Slaven; Thea James; Dustin Hill; Susan Podolsky; Theodore Corbin; Sheryl L Heron Journal: Acad Emerg Med Date: 2014-05 Impact factor: 3.451
Authors: Tommy Hana; Kat Butler; L Trevor Young; Gerardo Zamora; June Sing Hong Lam Journal: Bull World Health Organ Date: 2021-01-21 Impact factor: 9.408