is the primary contact.
Participants will develop a better understanding of the health information needs of the LGBT community through lecture and discussion. This presentation will be an overview of LGBT health, collection building, and the clinician's perspective.
|CE Contact Hours:
||Health Sciences Information Services
||Collection Development, Consumer Health, Outreach/Advocacy, Reference Resources & Services, Subject Specific Resources
Face to Face, RML Offerings
Participants will develop a better understanding of the health information needs of the LGBT community.
• Participants will have an increased awareness of the importance of LGBT education for health care providers and the role of implicit bias in healthcare.
• Participants will discover resources that can be utilized in reference interactions.
• Participants will be able to identify electronic, print, and other resources for building a LGBT collection.
• Participants will gain ideas for outreach strategies to the LGBT community.
Agenda: 4 hour (240 minutes total)
• Introductions Participants & Presenters: Depending upon group size, participants will introduce themselves and discuss the population they serve. [10 minutes (10)]
• Agenda/Housekeeping/Class Overview: [5 minutes (15)]
• Pretest [5 minutes (20)]: Questions TBD
II. Class Outline
1. Introduction to LGBT health [45 minutes (65)]
LGBT individuals encompass all races and ethnicities, religions, and social classes. It is difficult to estimate the number of LGBT individuals and their health needs. [Healthy People 2020] LGBT youth, adults and elders experience health disparities arising largely from societal stigma and institutional discrimination. The following is an overview of the health disparities experience by LGBT people.
2. Scenarios/Participation/Discussion I [15 minutes (80)]
3. LGBT Collection Building [45 minutes (125)]
Librarians may have limited or no familiarity with resources for the LGBT population. This section will give librarians examples of LGBT-related databases and publications, and suggestions for where to find LGBT-related product reviews, LGBT-related books, journals, and videos in both print and electronic formats. The presenter will also use an example from her institution from where to find additional funding.
*Break: 15 minutes (140)
4. Scenarios/Participation/Discussion II [15 minutes (155)]
5. Clinician’s Perspective [45 minutes (200)]
Medical providers can be divided into two categories related to LBGT health issues. First are those who have a strong commitment and interest in working with LBGT populations, and in providing the highest level of evidence-based care. A range of unique challenges face this group. For some, complacency and overestimation of their set of knowledge, skills, and abilities can provide an obstacle to LBGT patients deserved care. And those in this "committed and interested" category who are realistic about possible knowledge-skill-ability deficits related to providing high-quality LBGT care face the unique challenge of accessing the information they need to provide needed care, even if they have the desire and interest. This challenge also includes the need for all providers to be aware of the role of implicit bias by clinicians on the care of LBGT patients.
The second category of providers is those who do not feel either interested or compelled to care for LBGT patients. This may include providers who hold prejudices and/or beliefs about LBGT patients which leads them to prefer not to care for these patients, or to provide sub-par LBGT care.
While the needs of each of these two groups are distinct, the concept of "Standard Work" cuts across the needs of both groups. "Standard Work" is part of the Toyota-style process improvement "lean" system. It promotes standardized and integrated methods, and has the potential to make high-quality care of LBGT patients a core component of both medical training and continued education.
• Post test [5 minutes (205)]
• Discussion/Wrap Up [20 minutes (225]
• Evaluations [15 minutes (240)]
Need for This Course:
Healthy People 2020 outlines the health disparities experienced by the LGBT population. The librarian is in an excellent position to fill the gap with information resources for both the consumer and the clinician.
The instructional methods used include
Lecture, Slides, Discussion, and Dialog.
Handouts, PowerPoint, Web-based resource
In Person: classroom, projector, screen, internet access
Online: internet and telephone connectivity