ArticleMedEdPORTAL : the journal of teaching and learning resources2021
Interactive Session for Residents and Medical Students on Dermatologic Care for Lesbian, Gay, Bisexual, Transgender, and Queer Patients.
Article in MedEdPORTAL : the journal of teaching and learning resources, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers, 2 of them syntheses that pooled it.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
14 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- Embracing Spectrum: Celebrating LGBTQIA+ Journeys in Aesthetic Medicine: A Kaleidoscope of Identity.Aesthetic plastic surgery · 2024Pooled it
- Transgender health content in medical education: a theory-guided systematic review of current training practices and implementation barriers & facilitators.Advances in health sciences education : theory and practice · 2022Pooled it
- Enabling and hindering aspects of the i²TransHealth e-health intervention for transgender and gender diverse people in Germany: a qualitative process evaluation.BMC health services research · 2026Trial
- LGBTQ+ Health Content in US Residency Curricula: A Scoping Review.Journal of graduate medical education · 2025Article
- LGBTQ+ health education for medical students in the United States: a narrative literature review.Medical education online · 2024Review
- Sexual and gender minority health: a roadmap for developing evidence-based medical school curricula.Canadian medical education journal · 2024Review
- Comparison of faculty and student perceptions of sexual and gender minority content in a preclerkship medical curriculum.BMC medical education · 2023Article
- The power to help or harm: student perceptions of transgender health education using a qualitative approach.BMC medical education · 2023Article
- Graduate Medical Education Curriculum Regarding the Health and Healthcare of Older Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ+) Adults.Journal of gay & lesbian social services · 2023Article
- Community-supported teaching on the topic of transgender identity in undergraduate medical education - a pilot project.GMS journal for medical education · 2023Article
- The current state of lesbian, gay, bisexual, and transgender cultural competency among U.S. dermatology residents.International journal of women's dermatology · 2022Article
- Medical Students' Perspectives on LGBTQI+ Healthcare and Education in Germany: Results of a Nationwide Online Survey.International journal of environmental research and public health · 2022Article
- Need for Inclusive Consideration of Transgender and Gender Diverse People in E-Health Services: A Systematic Review.Journal of clinical medicine · 2022Review
- Article
Corrections and comments
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Authors and funding
6 authors.
Funding
Abstract
Introduction: Despite increasing emphasis on LGBTQ health in medical education, evidence-based training on LGBTQ patient care in dermatology is lacking. We designed an interactive online didactic session on dermatologic care of LGBTQ patients for medical students and dermatology residents. Methods: Session content was based on continuing medical education articles and incorporated preexisting LGBTQ-inclusive policies, environments, and videos. We implemented the session via a web-based videoconferencing platform as part of a preexisting resident lecture series. We began with a 90-minute lecture on LGBTQ health care disparities and dermatologists' roles, best practices for providing inclusive care, and dermatologic health concerns and screening recommendations in LGBTQ populations. To solidify knowledge and promote practice of learned skills, a 30-minute interactive role-playing session followed where participants acted as observer, patient, or provider in three distinct clinical scenarios pertaining to dermatologic care of LGBTQ patients. Participants completed baseline and follow-up surveys, which included a psychometrically validated clinical skills scale and an ad hoc knowledge assessment. Results: Baseline and follow-up scores from the clinical skills scale increased overall (0.7; 95% CI, 0.5-0.9; Discussion: An online interactive didactive session on dermatological care of LGBTQ patients increased participants' clinical preparedness and basic knowledge. Implementation of similar sessions at other institutions can improve gaps in preparing residents and medical students in dermatological care of LGBTQ patients.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.