ArticleMedEdPORTAL : the journal of teaching and learning resources2025
Simulation Bridges LGBTQ+ Educational Gaps in Gynecologic Care: Menstrual Suppression for a Gender and Sexually Diverse Patient.
Article in MedEdPORTAL : the journal of teaching and learning resources, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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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.
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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.
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Who cites it
2 citing papers in PubMed.
- Transgender Health Emergencies: A Simulation on Ruptured Ectopic Pregnancy in a Transgender Man.MedEdPORTAL : the journal of teaching and learning resources · 2026Article
- LGBTQ+ Health Care Training for OB/GYN Residents Using a Simulation-Based Learning Experience.MedEdPORTAL : the journal of teaching and learning resources · 2026Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: LGBTQ+ patients have decreased access to culturally competent gynecologic care, which contributes to health care inequity. We designed an interdisciplinary educational initiative for improving gender and sexually diverse gynecologic care among OB/GYN residents. Methods: Residents were given optional American College of Obstetricians and Gynecologists Modules on Transgender Care, a lecture about LGBTQ+ health issues, and a standardized patient simulation followed by a debrief. The case of a 25-year-old assigned female at birth (AFAB), nonbinary, pansexual patient (played by an AFAB nonbinary, pansexual individual) presented for menstrual suppression. Due to known provider discomfort in this setting, learners were assessed with postintervention surveys, rather than during the simulation, to help foster psychological safety. Results: Pre- and postsurveys assessing LGBTQ+ competence and perceived helpfulness of the training were administered to 11 residents. Statistically significant increases ( Discussion: Interdisciplinary education, including simulation, can increase resident confidence in providing gynecologic care for gender and sexually diverse patients, enhance cultural competence of providers, and help reduce inequities in LGBTQ+ gynecologic care.
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Registered trials
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