Browsing by Author "Menez, Olwen"

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    Strategies and Challenges to Diversifying Standardized Patients at a Rural Regional Campus
    (2024-04-26) Menez, Olwen; Zagales, Ruth; Colleton, Taylor; Rodriguez Artze, Claudia; Cordero, Laura
    Background: The use of standardized patients (SPs) has been a longstanding norm in medical education, with 94% of U.S. medical schools employing this instructional approach. Research shows that experiences with diverse SPs can increase students’ transcultural self-efficacy perceptions, and that all students benefit from formal cultural competency instruction. However, diversity initiatives surrounding SPs seem to be lacking in terms of recruitment and training. The purpose of this study is to expand on current recruiting practices that aim to racially/ethnically diversify the SP population. Methods: Recruitment of SPs was conducted over a five month period at local wellness fairs, cultural festivals, engagements with diversity officers, and collaborations with minority health coalitions via distribution of 500 pre-approved flyers. Interested individuals contacted the simulations facilitator for an invite to a scheduled information session. Afterwards, participants completed background checks, and following eligibility, completed vendor packets to begin working. Results: The original pool of SPs included 25 individuals. Of these, 22 (88%) were White non-Hispanic individuals. Resulting from recruitment efforts, 22 individuals responded to the flyer. Seventeen respondents were invited to an information session and ten attended. Of the ten present, five were people of color. Out of these, three filled out the background check information. From these, only one person completed the vendor packet and could thus work as an SP. Future Directions: Diversifying the SP population plays a crucial role in medical education by giving students the ability to engage with diverse patients while practicing cultural sensitivity. Medical education should continue longitudinal recruitment of diverse SPs using multifaceted approaches.
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    U.S. Pediatric Residents’ Preparedness, Attitudes, and Knowledge in LGBTQ+ Healthcare
    (2023) Menez, Olwen; Dauterman, Jonathan; Dauterman, Leah; Nowaskie, Dustin
    Introduction: The objective of this study was to evaluate how comfortable, knowledgeable, and prepared pediatric residents are within LGBTQ+ care. Method: In June 2022, U.S. pediatric residents completed an anonymous, online survey including the three domain LGBT-DOCSS. Results: Pediatric residents (N = 78) reported low to moderate annual amounts of LGBT curricular hours (M = 3.32, SD = 3.17) and LGBT patients (M = 13.84, SD = 15.11) as well as low to moderate Clinical Preparedness and Basic Knowledge and high Attitudinal Awareness. They were significantly less likely to report receiving adequate training and supervision, having experience, and feeling competent in transgender care compared to LGB care. In general, pediatric residents who reported more LGBT education and LGBT patients also reported higher LGBT-DOCSS scores. Discussion: Pediatric providers currently have substantial shortcomings in LGBTQ+ care. Pediatric programs must increase LGBTQ+ education and LGBTQ+ patient exposure.