Crosby Dotson (micevision3)

Following the discussion series, participants showed significant changes regarding knowledge and awareness, as well as comfort level discussing race and racism. Conclusions Participants were more likely than nonparticipants to think that the curriculum should include more discussion on race and racism. Postparticipation analysis demonstrated significant increases in comfort level, knowledge, and awareness in discussion of race and racism.Introduction In response to a government request to address physician shortages in underserved communities, the University of Toronto (U of T) established the Family Medicine Residency Program (FMRP) at the Royal Victoria Regional Health Centre (RVH) in Barrie, Ontario, Canada. Prior to establishing the FMRP, approximately 21% of Barrie residents did not have a family physician. This study investigated residents' training experiences, strengths and opportunities for improvement of a community FMRP, reasons why graduates choose to work in Barrie after graduation, and graduates' practice setting and location. Methods RVH graduates from 2011-2016 (N=45) were invited to participate. Semistructured one-on-one interviews sought insight into graduates' experience in the program. We collected online survey data to gather demographic information. We determined current practice location using a government-funded data set and the public registry of the provincial licensing body. selleck products Results Analysis of qualitative data provided insights into an overwhelmingly positive educational experience that contributed to graduates choosing to stay and work in Barrie. Participants noted the wide range of hands-on training opportunities as a strength of the program. They perceived that the program added value to the local community by increasing capacity to provide care to an underserved patient population. Tracking data demonstrated that two-thirds of graduates continued to work in the RVH region after graduation. Conclusions The successful establishment of a new university-affiliated FMRP in an underserved community provides a strong mechanism to recruit physicians. Training in this setting provided excellent educational experiences to residents, who felt prepared to enter independent practice upon completion of training.Introduction Lesbian, gay, bisexual, transgender, and queer (LGBTQ) community members experience adverse health outcomes at higher rates than non-LGBTQ individuals. We examined the impact of student demographics as well as gender and sexuality didactic instruction on the attitudes of first-year medical students toward LGBTQ patients. Methods In January 2017, 255 first-year students at an urban allopathic medical school participated in a gender and sexuality health curriculum. We assessed student attitudes regarding LGBTQ patients using anonymous pre- and postintervention surveys. Each item was measured on a 5-point Likert scale. Results Of 255 possible respondents, we received 244 responses to the preintervention survey (95.7% response rate) and 253 to the postintervention survey (99.2% response rate). Participants were predominantly white (66.8%), heterosexual (94.7%), and cisgender (100%). Respondents who identified as LGBQ were significantly (P less then .05) more likely than heterosexual students to agree with the following preintervention statements, among others (1) Discordance between birth sex and gender is a natural human phenomenon, (2) When meeting a patient for the first time, I feel comfortable asking what pronoun they use, (3) I am able to empathize with the life experience of an LGB/T patient, (4) I am motivated to seek out opportunities to learn more about LGBTQ-specific health care issues. Statistically significant changes in attitudes between time points are seen in 4 out of 15 items. Conclusion A focused gender and sexuality curriculum appears to impact medical student attitudes regarding LGBTQ patients. Furthermore, recruitment of LGBTQ-identifying medical stude