2. Health equity at the centre
- Date: 2022-10-12
- Concurrent Session: Concurrent Session B
- Time: 1:45- 2:30 pm
- Room:
- Style: Presentation (information provided to audience, with opportunity for audience to ask question)
- Focus: Balance between both (e.g. Presentation of a best-practice guideline that combines research evidence, policy issues and practical steps for implementation)
- Target Audience: Leadership (ED, clinical lead, board chair, board member, etc.)
Learning Objectives:
- Understanding barriers to accessing primary care for transgender individuals
- Critically evaluate the effectiveness of case-based interprofessional education.
- Identify ways to implement case-based interprofessional education into your practice
Summary/Abstract:
The literature indicates the 2SLGBTQ+ community has a negative relationship with the healthcare system, with trans members of this community experiencing even greater rates of stigma, discrimination, and an overall lack of access to practitioners who are knowledgable about their care needs. Quality education for practitioners on transgender care is limited and very little is experiential. Literature shows that experiential and case-based learning on transgender people and their experiences is an effective teaching methodology to shift healthcare practitioners perception, increase empathy, and improve care outcomes for this population. To address this knowledge gap within a primary care clinic, the interprofessional team was surveyed to uncover learning gaps and interests. This information was used to build a two hour workshop that provided fundamental knowledge that was utilized to collectively work through three case-based scenarios of transgender patients seeking primary care. Case scenarios were written to provide diverse patient concerns and provide opportunities to identify and address a myriad of problematic assumptions, behaviours, and practices that serve to negatively impact or block care for transgender patients. Armed with new knowledge the team then created an actionable list of changes that could be implemented immediately and ongoing within their primary care practice to better serve the transgender community. The aim of this presentation is to demonstrate our case-based scenarios and to share insights gained through using the case-based and co-created learning methods to teach gender-affirming care for the transgender population to an interprofessional primary care team.
Presenter:
- Erin Ziegler, PhD, NP-PHC - Nurse Practitioner, Queen Square FHT