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Objective: Training on lesbian, gay, bisexual, transgender and queer or questioning (LGBTQ) healthcare and inclusive practice is lacking in curricula across health professions, contributing to health disparities. The purpose of this study was to evaluate an interprofessional learning activity on LGBTQ healthcare disparities and inclusive practices delivered in a closed Facebook group. Design: Asynchronous, online platforms, like social media, offer a simple means of connection and discussion for interprofessional education. Setting: An academic health centre in the Southern USA. Methods: The learning activity consisted of (1) pre- and post-quizzes assessing knowledge about LGBTQ healthcare, (2) content review of required readings and a video and (3) daily discussion threads. Students completed individual reflection essays about interprofessional education and practice and the Quadruple Aim. Results: Two cohorts of interprofessional students completed the activity. Average quiz scores increased post-activity. Both the Facebook discussion threads and reflection essays demonstrated that students recognised the need to incorporate LGBTQ-inclusive practices into their future professional practice, as well as recognised the valuable insight of their interprofessional team members. Students had mixed perspectives about Facebook as a discussion platform for interprofessional education. Conclusion: Facebook groups provide a feasible platform to implement interprofessional education on LGBTQ-inclusive healthcare practice and stimulate student discussion. [ABSTRACT FROM AUTHOR]

Most emergency medical clinicians are not trained to conduct forensic sexual assault exams yet are often the first to care for survivors of recent sexual assault. Before the implementation of live sexual assault nurse examiner (SANE) consultation provided via telemedicine (“teleSANE”) in one state, results of an online survey of emergency nurses (N = 116) found only 13% felt extremely confident providing quality forensic sexual assault examinations. Two-thirds of emergency nurses felt using teleSANE during sexual assault care would support their clinical decision-making skills. Findings suggest that teleSANE may be a promising strategy to improve access to specialized sexual assault care. [ABSTRACT FROM AUTHOR]

Perceived sexual and gender minority (SGM) youth experience more bullying in schools than their heteronormative peers. The social ecological model offers a framework for exploring the phenomenon of homophobic bullying. This study aimed to describe experiences of victimized youth. Using critical qualitative inquiry, youth (N = 16) of ages 15 to 20 who self-identified as having been bullied for being perceived to be SGM and who resided in a Midwestern state in the United States were interviewed in-person or online. Thematic analysis revealed that gender nonconformity was a common factor in being bullied. Subthemes are as follows: the sociocultural context shapes school climate; victimized youth felt a perception of being seen as deviant; and, victimized youth react to victimization differently. Findings indicate that bullying for gender nonconformity is a sociocultural issue. Improving the school climate for gender nonconforming youth is still needed. Implementing supportive programs and protective policies at the broader socioecological levels can help. [ABSTRACT FROM AUTHOR]