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Education First: Promoting LGBT+ Friendly Healthcare with a Competency-Based Course and Game-Based Teaching

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  • Hsing-Chen Yang

    (Graduate Institute of Gender Studies, Kaohsiung Medical University, Kaohsiung 80708, Taiwan)

Abstract

How, apart from by conveying professional knowledge, can university medical education nurture and improve the gender competency of medical students and thereby create an LGBT+ friendly healthcare environment? This study explored the use of game-based teaching activities in competency-based teaching from the perspective of competency-based medical education (CBME) and employed a qualitative case-study methodology. We designed an LGBT+ Health and Medical Care course in a medical school. Feedback was collected from two teachers and 19 medical students using in-depth interviews and thematic analysis was used to analyze the collected data. The findings of this study were as follows: (1) Games encouraged student participation and benefited gender knowledge transmission and transformation through competency learning, and (2) games embodied the idea of assessment as learning. The enjoyable feeling of pressure from playing games motivated students to learn. Using games as both a teaching activity and an assessment tool provided the assessment and instant feedback required in the CBME learning process. Game-based teaching successfully guided medical students to learn about gender and achieve the learning goals of integrating knowledge, attitudes, and skills. To fully implement CBME using games as teaching methods, teaching activities, learning tasks, and assessment tools, teachers must improve their teaching competency. This study revealed that leading discussions and designing curricula are key in the implementation of gender competency-based education; in particular, the ability to lead discussions is the core factor. Game-based gender competency education for medical students can be facilitated with discussions that reinforce learning outcomes to achieve the objectives of gender equality education and LGBT+ friendly healthcare. The results of this study indicated that game-based CBME with specific teaching strategies was an effective method of nurturing the gender competency of medical students. The consequent integration of gender competency into medical education could achieve the goal of LGBT+ friendly healthcare.

Suggested Citation

  • Hsing-Chen Yang, 2019. "Education First: Promoting LGBT+ Friendly Healthcare with a Competency-Based Course and Game-Based Teaching," IJERPH, MDPI, vol. 17(1), pages 1-15, December.
    • Handle: RePEc:gam:jijerp:v:17:y:2019:i:1:p:107-:d:300838
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    References listed on IDEAS

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    1. Rose Chapman & Rochelle Watkins & Tess Zappia & Pam Nicol & Linda Shields, 2012. "Nursing and medical students’ attitude, knowledge and beliefs regarding lesbian, gay, bisexual and transgender parents seeking health care for their children," Journal of Clinical Nursing, John Wiley & Sons, vol. 21(7‐8), pages 938-945, April.
    2. Jessica Salkind & Faye Gishen & Ginger Drage & Jayne Kavanagh & Henry W. W. Potts, 2019. "LGBT+ Health Teaching within the Undergraduate Medical Curriculum," IJERPH, MDPI, vol. 16(13), pages 1-9, June.
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    Cited by:

    1. Hsing-Chen Yang, 2021. "Teaching LGBT+ Health and Gender Education to Future Doctors: Implementation of Case-Based Teaching," IJERPH, MDPI, vol. 18(16), pages 1-16, August.

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