Closing the gap: Using simulation to improve public health clinicians’ affirming beliefs and behaviors with LGBT clients

Abstract

BackgroundIdentified gaps in the education of healthcare clinicians contribute to non-affirming beliefs and marginalizing behaviors towards LGBT individuals, resulting in poorer health outcomes. This study evaluated the effectiveness of an educational intervention that included video-recorded simulation in improving public health clinicians’ affirming beliefs and behaviors. MethodsA one-group pretest-posttest design was used, and 69 public health clinicians participated. The intervention was a PowerPoint didactic training with video recordings of transgender standardized patient simulation encounters. The Gay Affirmative Practice (GAP) scale was administered at three timepoints (pretest, immediate posttest, and 2-month posttest). ResultsThere was a statistically significant improvement in clinicians’ affirmative beliefs (p < .001); however, beliefs scores returned to baseline 2 months later. An improvement in affirming behaviors from pretest to 2- month posttest was statistically significant (p = .003). ConclusionProviding LGBT-specific education using video-recorded simulations may help improve clinicians’ affirmative beliefs and behaviors; thus, improving the client-clinician relationship. Addressing obstacles to experiential learning in public health settings by using video-recorded simulation is recommended.