Identifying potential LGBTQIA+ competencies for genetic counseling student training

Abstract

AbstractThe LGBTQIA+ community faces considerable health disparities. Developing and integrating LGBTQIA+ competencies into healthcare provider training programs is one way to promote inclusive high‐quality care to potentially improve this community's health. Currently, there are no established LGBTQIA+‐specific competencies for genetic counseling graduate programs (GCPs), so training across GCPs likely varies. This qualitative focus group‐based study aimed to explore current topics related to genetic counseling (GC) for LGBTQIA+ patients covered in North American GCPs, their learning objectives, and LGBTQIA+‐specific competencies that GC students (GCSs) should achieve by graduation. Eligible participants were program leaders at ACGC‐accredited GCPs and/or faculty who taught LGBTQIA+‐related content in at least one GCP over the last 5 years. A semistructured interview guide was used to conduct virtual focus groups that were recorded and transcribed. Transcripts were analyzed using reflexive thematic analysis and an inductive iterative approach that generated themes regarding what content is taught and what knowledge, attitudes, and skills GCSs should demonstrate as a result. Thirteen people participated, including nine LGBTQIA+ people. They represented 12 GCPs (22% of current GCPs) across the United States and Canada. Focus groups ran 73–90 min. Transcript analysis identified six themes, framed as learning objectives (LOs), and 24 subobjectives. These included recognizing the breadth of the LGBTQIA+ community and their lived experience with the healthcare system, demonstrating respect for and responding to patient identities to provide inclusive GC, employing strategies to mitigate social aspects that influence health care, and assessing personal biases and the impact of socialization. Participants used several teaching methods including didactic lectures, simulation, written activities, reflections, and fieldwork experiences. The six identified LOs may be a starting point for GCPs looking to develop or refine their LGBTQIA+ curricula. Competency‐based education may enhance GCSs' abilities to provide inclusive GC to the LGBTQIA+ community.