Introducing LGBTQIA+ Patient Care to Pharmacy Students Through Laboratory-Based Exercises

Abstract

Objective. To assess the impact of novel skills-based laboratory exercises on first-, second-, and third-year pharmacy students' confidence and knowledge regarding care for people identifying as lesbian, gay, bisexual, transgender, queer, intersex, asexual, and other (LGBTQIA+).Methods. An LGBTQIA+ lecture discussing pronouns, common terminology, health disparities, health screenings, and gender-affirming hormone therapy was presented to students. During laboratory sessions, students applied lecture topics via a learning level-specific activity. Students completed a pre- and post-activity survey assessing their knowledge, confidence, and activity experience.Results. Seventy-nine students (N=348) completed both the pre- and post-activity survey. Students' overall increase in knowledge scores was significant, with improvement in four out of six questions among each cohort. A significant increase was seen in students understanding of the role of the pharmacist, their confidence in caring for LGBTQIA+ patients, and their comfort with using appropriate terminology. Most students (92%) agreed or strongly agreed that learning about LGBTQIA+ patient care was a positive experience, while 74% agreed that additional education on LGBTQIA+ patients is needed within their pharmacy curriculum.Conclusion. After a brief skills-based laboratory course, students' knowledge and confidence in caring for LGBTQIA+ patients improved; however, students agreed that more exposure was necessary. Future studies will follow students as they progress through the curriculum to determine the impact of exposure to LGBTQIA+ content across all three didactic years.

Keywords: LGBTQIA; pharmacy curriculum; skills laboratory.

Figure 1.

LGBTQIA+ Pharmacy Skills Lab Intervention by Student Cohort. Outline of the content related to lesbian, gay, bisexual, transgender, queer, intersex, asexual, and other (LGBTQIA+) patients that was emphasized in the lecture and activity for each cohort. Communication and appropriate pronoun use were emphasized for first-year students, and their activity involved asking patients for pronouns during antibiotic counseling. Health disparities and health screenings were emphasized in the lecture for second-year students, and they made appropriate health screening recommendations for an asthmatic patient. Gender-affirming hormone therapy was emphasized for third-year students, and they provided management and counseling recommendations for transgender patients in a take-home assignment.