Date Presented 03/21/24
Lack of sexual orientation and gender identity cultural competence in health care contributes to poor outcomes in LGBTQIA+ individuals. This study summarizes existing research on sexual orientation and gender identity (SOGI) in OT, PT, and SLP curricula and identifies knowledge gaps.
Primary Author and Speaker: Jennifer Fortuna
Contributing Authors: Kristin S Willey, Jessica Guerra, Amanda Gross, Samantha Turner, Tara Grant, Betsy Williams
PURPOSE: Lack of sexual orientation and gender identity (SOGI) cultural competence in healthcare providers contributes to poor health outcomes in individuals who are lesbian, gay, bisexual, transgender, queer or questioning, intersex, asexual, and more (LGBTQIA+). Existing research shows educational programs in the nursing, medical, and pharmacy professions are incorporating SOGI cultural competence in the curricula. Few studies have explored how SOGI is incorporated into occupational therapy, physical therapy, and speech-language pathology curricula. Clear guidelines for training on SOGI cultural competence are lacking in these professions. It is important to identify how OT, PT, and SLP educational programs are preparing students to provide SOGI culturally competent care. This scoping review summarizes existing research on this topic and identifies gaps in the literature.
METHOD: A scoping review methodological framework was used to search six databases. Descriptive numerical summary and qualitative analysis were used to summarize and interpret the results.
RESULTS: Nine articles met the inclusion criteria for this scoping review. Quantitative results describe variation in study participants, SOGI populations, the type and purpose of training, and outcome measures. Qualitative themes include assessment of student and faculty knowledge, and perceptions and evaluation of course content. Gaps in the literature include long-term changes in knowledge and skills of students, the need for clinical workshops, the quality of self-report, outcomes of training programs, and effectiveness of voice training for transgender clients.
CONCLUSION: The benefits of including SOGI cultural competence in the healthcare curricula include increased student knowledge, confidence, sensitivity, cultural competence, and improved attitudes toward LGBTQIA+ individuals. Additional research is needed to develop and standardize training on SOGI cultural competence for OT, PT, and SLP curricula.
References
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