What question did this study set out to answer?

To develop, implement, and evaluate a community-partnered simulation learning activity designed to improve comfort and skills in taking health histories from transgender and nonbinary individuals among interprofessional healthcare learners.

August 25, 2021Journal of Midwifery & Women s Health

Health History Skills for Interprofessional Learners in Transgender and Nonbinary Populations

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Authors

MRMaria RuudUniversity of Minnesota JDJennifer M. DemmaUnited Heart and Vascular Clinic AWAnne WollUniversity of Minnesota

Discussion

Member takes

Overview

Educational intervention reveals increased comfort and skill in health history taking among interprofessional clinicians, highlighting the efficacy of community-partnered simulation.

Key Points

To develop, implement, and evaluate a community-partnered simulation learning activity designed to improve comfort and skills in taking health histories from transgender and nonbinary individuals among interprofessional healthcare learners.
Collaborated with academic faculty, simulation educators, a gender-affirming clinic, and transgender and gender-diverse community members who served as patient-teachers to design two clinical cases.
Assigned N=33 interprofessional learners (12 midwifery students, 16 women's health nurse practitioner students, and 5 obstetrics and gynecology residents) into groups of three to complete a case scenario followed by a structured debriefing.
Evaluated learner-reported comfort, clinical history taking skills, and attitudes using pre- and post-simulation assessments.
Learners demonstrated statistically significant improvements across all self-reported comfort and skill questions from pre- to post-simulation.
Attitude assessments showed no statistically significant differences between pre- and post-simulation responses.

Cite This Study

Ruud et al. (2021) studied this question.

synapsesocial.com/papers/6a10cbb6326831f8a264605a https://doi.org/10.1111/jmwh.13278

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August 25, 2021Journal of Midwifery & Women s Health

Health History Skills for Interprofessional Learners in Transgender and Nonbinary Populations

View Full Paper

Ask AI

Bookmark

Authors

MRMaria RuudUniversity of Minnesota JDJennifer M. DemmaUnited Heart and Vascular Clinic AWAnne WollUniversity of Minnesota

Discussion

Member takes

Overview

Educational intervention reveals increased comfort and skill in health history taking among interprofessional clinicians, highlighting the efficacy of community-partnered simulation.

Key Points

To develop, implement, and evaluate a community-partnered simulation learning activity designed to improve comfort and skills in taking health histories from transgender and nonbinary individuals among interprofessional healthcare learners.
Collaborated with academic faculty, simulation educators, a gender-affirming clinic, and transgender and gender-diverse community members who served as patient-teachers to design two clinical cases.
Assigned N=33 interprofessional learners (12 midwifery students, 16 women's health nurse practitioner students, and 5 obstetrics and gynecology residents) into groups of three to complete a case scenario followed by a structured debriefing.
Evaluated learner-reported comfort, clinical history taking skills, and attitudes using pre- and post-simulation assessments.
Learners demonstrated statistically significant improvements across all self-reported comfort and skill questions from pre- to post-simulation.
Attitude assessments showed no statistically significant differences between pre- and post-simulation responses.

Cite This Study

Ruud et al. (2021) studied this question.

synapsesocial.com/papers/6a10cbb6326831f8a264605a https://doi.org/10.1111/jmwh.13278

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