• Sarah E Stumbar, Nana Aisha Garba, MariaSyl de la Cruz, Prasad Bhoite, and Emiri Uchiyama.
• From the Herbert Wertheim College of Medicine, Florida International University, Miami, and the Sidney Kimmel College of Medicine, Thomas Jefferson University, Philadelphia, Pennsylvania.
• South. Med. J. 2022 Sep 1; 115 (9): 722-726.

ObjectivesSexual and gender minority (SGM) communities experience significant health disparities. Although coverage of health issues specific to these communities has increased in the undergraduate medical curriculum, there is still opportunity for improved teaching about sexual diversity and inclusive care. The goal of this study was to assess students' perceptions of and satisfaction with a half-day workshop focused on sexual history taking and transgender health.MethodsThe second-year clinical skills course at the Florida International University Herbert Wertheim College of Medicine includes a sexual history workshop that starts with a 1-hour lecture on sexual history taking. This is followed by a faculty-facilitated small group session during which students interview an SGM patient and debrief about this experience. In 2020, for the first time, the standardized patients were members of the SGM community, and the session was on Zoom. Students completed an optional, anonymous postsession survey assessing the workshop.ResultsStudents overwhelmingly believed that the integration of SGM standardized patients into the session helped improve their knowledge, attitudes, and skills related to providing care for this population. They noted that the standardized patient interaction and debriefing were the most beneficial parts of the session.ConclusionsGiven the positive feedback, future iterations of this session will continue to use the SGM community as standardized patients. In addition, student competency related to SGM patient care will be assessed through observed structured clinical examinations.

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