| Edition |
First edition. |
| Description |
1 online resource (1 PDF file (xxv, 280 pages)) : illustrations. |
|
text file PDF rda |
|
text file html rda |
| Series |
R2 digital library |
|
R2 digital library.
|
| Note |
"This report was produced by the AAMC Advisory Committee on Sexual Orientation, Gender Identity, and Sex Development"--Page ii. |
| Bibliography |
Includes bibliographical references. |
| Summary |
People who are LGBT, gender nonconforming, or born with DSD often experience challenges when seeking care in doctors' offices, community clinics, hospitals, and emergency rooms. These experiences, which can range from being made to feel unwelcome to outright discrimination and mistreatment, lead to poorer physical and emotional health. The report identifies 30 competencies that physicians must master. These competencies fall under eight domains of care critical to training physicians, including patient care, knowledge for practice, practice-based learning and improvement, interpersonal and communication skills, professionalism, systems-based practice, interprofessional collaboration, and personal and professional development. This competency-based framework will allow medical educators to integrate the new guidelines into existing curricula more easily and encourage faculty and health care professionals to move away from thinking of patients in these groups as separate from the general patient population. |
| Note |
Description based on online resource; title from PDF title page (viewed November 21, 2016). |
| Contents |
Chapter 1. Laying the foundation for inclusion and equality -- Chapter 2. The role of medical education and health care professionals in eliminating health disparities -- Chapter 3. Professional competency objectives to improve health care for people who are or may be LGBT, gender nonconforming, and/or born with DSD -- Chapter 4. Integrating competencies into medical school curricula to improve health care for people who are or may be LGBT, gender nonconforming, and/or born with DSD -- Chapter 5. Clinical scenarios and discussion points for experiential learning -- Chapter 6. How to assess learners and evaluate the impact of curricular and climate initiatives -- Chapter 7. Using AAMC's MedEdPORTAL® to advance curricular change -- Chapter 8. Future directions. |
| Subject |
Sexual minorities -- Medical care -- United States.
|
|
Transgender people -- Medical care -- United States.
|
|
Physicians -- Training of -- United States.
|
|
Medical education -- United States.
|
|
Medical education. (OCoLC)fst01014024
|
|
Physicians -- Training of.
(OCoLC)fst01062931
|
|
United States. (OCoLC)fst01204155
|
|
Education, Medical -- methods.
(DNLM)D004501Q000379
|
|
Homosexuality. (DNLM)D006716
|
|
Bisexuality. (DNLM)D001727
|
|
Disorders of Sex Development. (DNLM)D012734
|
|
Health Services for Transgender Persons. (DNLM)D062985
|
|
Culturally Competent Care. (DNLM)D065246
|
|
United States. (DNLM)D014481
|
| Genre/Form |
Electronic book.
|
| Added Author |
Hollenbach, Andrew D., editor.
|
|
Eckstrand, Kristen L., editor.
|
|
Dreger, Alice Domurat, editor.
|
|
AAMC Advisory Committee on Sexual Orientation, Gender Identity, and Sex Development, issuing body.
|
|
Association of American Medical Colleges, publisher.
|
| Other Form: |
Also issued in print: Implementing Curricular and Institutional Climate Changes to Improve Health Care for Individuals Who are LGBT, Gender Nonconforming, or Born with DSD : A Resource for Medical Educators 9780000901026 0000901024 |
| ISBN |
9780000901125 (electronic book) |
|
0000901121 (electronic book) |
|
9780000901026 |
|
0000901024 |
|
