Table 5 Population and training characteristics across studies
From: LGBTQ + cultural competency training for health professionals: a systematic review
Author (Year) | Country (Region) | Study Design | Sample Characteristic/Setting | Training Topic | Theoretical Framework | Source of Training Material | Training Modality (Program Format) | Duration | Trainer |
|---|---|---|---|---|---|---|---|---|---|
Barrett et al. (2021) [53] | USA (Georgia) | Quasi-experimental, pretest–posttest without control | Training type: voluntary Setting: primary care (dermatology clinic) Clinical staff: dermatology resident, medical student (N = 29) | Population focus: all LGBTQ + populations Topics: distinct health needs and care considerations for LGBTQ + individuals, health disparities for LGBTQ + persons, strategies to create a welcoming and inclusive environment for LGBTQ + clients, unique lived experiences of LGBTQ + persons (pre-recorded video) | Approach: Multimodal Training mode: online (Didactic lecture, video, role-play simulation) | 2 h | Lecturer and facilitator (Not specified) | ||
Bristol et al. (2018) [54] | USA (Maryland) | Quasi-experimental, pretest–posttest without control (Posttest occurred 3 to 5 months after training) | Training type: voluntary Setting: acute care (emergency department) Clinical staff: nurse, nurse practitioner, physician Non-clinical staff: unit secretary (N = 135) | Population focus: all LGBTQ + populations Topics: LGBTQ + terminology and culture, health disparities for LGBTQ + persons, strategies to create a welcoming and inclusive environment for LGBTQ + clients, intersectionality | National LGBT Cancer Network | Approach: Multimodal Training mode: mixed online lecture and in-person activities (Didactic lecture using online module, interactive exercises, group activities, and short films) | 6 h | Nurse and nurse educator in the emergency department | |
Craig et al. (2015) [55] | Canada | Quasi-experimental, posttest only without control (Data collected with recurrent interventions over 2.5 years) | Training type: voluntary Setting: mixed healthcare settings (not specified) Clinical staff: nurse, social worker, psychologist Non-clinical staff: teacher, professor, sales associate, lawyer (N = 2850, randomly selected from 8550 samples) | Population focus: LGB youth Topics: LGBTQ + terminology and culture, health disparities for LGBTQ + persons, LGBTQ + inclusive clinical practice knowledge and skills | Information-Motivation-Behavioral Skills model | Approach: Multimodal Training mode: in-person (Didactic lecture, group discussion) | 1–3 h | Trainers from community organizations | |
Donaldson et al. (2019) [56] | USA (Wisconsin) | Quasi-experimental, pretest–posttest without control | Training type: voluntary Setting: long-term care Clinical staff: nurse, physician, social worker, occupational therapist, physical therapist, psychologist Non-clinical staff: recreation therapist, administrative staff, chaplain (N = 26) | Population focus: LGBTQ + veterans Topics: LGBTQ + terminology and culture, intersectionality, health disparities for LGBTQ + persons, distinct health needs and care considerations for LGBTQ + individuals | Approach: Single modality Training mode: online (Didactic lecture using online module) | 1 h | |||
Donisi et al. (2020) [57] | Belgium, Italy, Poland, UK | Quasi-experimental, pretest–posttest without control | Training type: voluntary Setting: mixed healthcare settings (not specified) Clinical staff: physician, nurse, psychologist Non-clinical staff: support staff (N = 102) | Population focus: all LGBTQ + populations Topics: LGBTQ + terminology and culture, health disparities for LGBTQ + persons, LGBTQ + inclusive clinical practice knowledge and skills, distinct health needs and care considerations for LGBTQ + individuals | Approach: Multimodal Training mode: in-person (Didactic lecture, small group activities, large group discussion, role-play simulation, case studies, videos, reflective practice) | Healthcare professionals & LGBTQ + trainer | |||
Felsenstein (2018) [58] | USA (Minnesota) | Quasi-experimental, pretest–posttest without control | Training type: mandatory Setting: primary care clinic Clinical staff: healthcare professionals (Not specified) Non-clinical staff: administrative staff (N = 11) | Population focus: all LGBTQ + populations Topics: LGBTQ + terminology and culture, distinct health needs and care considerations for LGBTQ + individuals | Change theory | GLMA: Health Professionals Advancing LGBTQ Equality | Approach: Multimodal Training mode: mixed online lecture and in-person activities (Didactic lecture using online module and panel presentation from professionals who provide LGBTQ + focused care) | 2.5 h | Facilitators and healthcare professionals |
Frasca et al. (2019) [59] | USA (Colorado) | Quasi-experimental, pretest–posttest without control | Training type: mandatory Setting: primary care (HIV clinic) Clinical staff: internal medicine resident (N = 19) | Population focus: all LGBTQ + populations Topics: LGBTQ + terminology and culture, LGBTQ + inclusive clinical practice knowledge and skills, health disparities for LGBTQ + persons, distinct health needs and care considerations for LGBTQ + individuals | The model of four levels of training evaluation | National LGBTQIA + Health Education Center, GLMA: Health Professionals Advancing LGBTQ Equality | Approach: Single modality Training mode: online (Patient case-based online module) | 8 h | |
Gendron et al. (2013) [60] | USA (Virginia) | Quasi-experimental, pretest–posttest without control | Training type: mixed mandatory and voluntary Setting: mixed healthcare settings (not specified) Clinical staff: healthcare professionals (Not specified) (N = 158) | Population focus: LGBTQ + older adults Topics: LGBTQ + terminology and culture, LGBTQ + inclusive clinical practice knowledge and skills, unique lived experiences of LGBTQ + persons | Approach: Multimodal Training mode: in-person (Didactic lecture, interactive exercises, small group activities, Gen Silent documentary, role-play simulation) | 2 h versus 4 h | Trainers and facilitators (not specified) | ||
Grova et al. (2021) [61] | USA (North Carolina) | Quasi-experimental, pretest–posttest without control (Posttest occurred 6 weeks after training) | Training type: voluntary Setting: acute care (academic medical center) Clinical staff: surgical residents (N = 28) | Population focus: all LGBTQ + populations Topics: LGBTQ + terminology and culture, health disparities for LGBTQ + persons, LGBTQ + inclusive clinical practice knowledge and skills | National LGBTQIA + Health Education Center | Approach: Single modality Training mode: in-person (Didactic lecture) | 2 h | Facilitator (not specified) | |
Hanssmann et al. (2008) [62] | USA (Washington) | Quasi-experimental, pretest–posttest without control (Data collected with recurrent interventions over 2.5 years) | Training type: voluntary Setting: mixed healthcare settings (not specified) Clinical staff: healthcare professionals (Not specified) (N = 55) | Population focus: transgender and gender-nonconforming patients Topics: LGBTQ + terminology and culture, health disparities for LGBTQ + persons, distinct health needs and care considerations for LGBTQ + individuals, unique lived experiences of LGBTQ + persons | Approach: Multimodal Training mode: in-person (Didactic lecture, LGBTQ + panel presentation and group discussion) | 1 h to a full day | Trainers from a community organization, including a transgender trainer and transgender youth panelist | ||
Hanssmann et al. (2010) [63] | USA (Washington) | Quasi-experimental, pretest–posttest without control | Training type: voluntary Setting: mixed healthcare settings (community hospital, community health clinic) Clinical staff: physician, nurse practitioner, nurse, medical assistant, health educator, school counselor, prevention specialist (N = 55) | Population focus: transgender and gender-nonconforming patients Topics: LGBTQ + terminology and culture, distinct health needs and care considerations for LGBTQ + individuals, health disparities for LGBTQ + persons, unique lived experiences of LGBTQ + persons | Approach: Multimodal Training mode: in-person (Didactic lecture, LGBTQ + panel presentation and interactive exercises) | 1 h to 6 h | Trainers from a community organization, including a transgender trainer and transgender youth panelist | ||
Hardacker et al. (2014) [64] | USA (Illinois) | Quasi-experimental, pretest–posttest without control (Data collected with recurrent interventions over 2.5 years) | Training type: mandatory Setting: mixed healthcare settings (academic setting, community-based health center, home health-care network, nursing home) Clinical staff: nurse, nursing assistant, physician, medical student (N = 848) | Population focus: LGBTQ + older adults Topics: LGBTQ + terminology and culture, structural and systemic oppression of LGBTQ + people, health disparities for LGBTQ + persons, distinct health needs and care considerations for LGBTQ + individuals, LGBTQ + inclusive clinical practice knowledge and skills, strategies to create a welcoming and inclusive environment for LGBTQ + clients | Approach: Multimodal Training mode: in-person (Didactic lecture, group discussion, practical activity) | 6 h | Facilitator (not specified) | ||
Henry (2017) [65] | USA (Delaware) | Quasi-experimental, pretest–posttest without control | Training type: voluntary Setting: primary care (psychiatric clinic) Clinical staff: clinical nurse specialist, nurse, nurse practitioner, social worker Non-clinical staff: front office staff (N = 8) | Population focus: all LGBTQ + populations Topics: health disparities for LGBTQ + persons, unique lived experiences of LGBTQ + persons | Theory of interpersonal relations | Approach: Multimodal Training mode: in-person (Didactic lecture, LGBTQ + panel presentation, video, group discussion) | Researcher & LGBTQ + panelists | ||
Holman et al. (2020) [66] | USA (Ohio) | Quasi-experimental, pretest–posttest without control | Training type: mandatory Setting: community (senior living facility) Clinical staff: nurse Non-clinical staff: social support, activity director, janitorial crew, kitchen staff, dietician, and administrative assistant) at senior living facility (N = 43) | Population focus: LGBTQ + older adults Topics: LGBTQ + terminology and culture, structural and systemic oppression of LGBTQ + people, distinct health needs and care considerations for LGBTQ + individuals, LGBTQ + inclusive clinical practice knowledge and skills | Minority stress theory | National Resource Center on LGBTQ + Aging | Approach: Multimodal Training mode: in-person (Didactic lecture, role-play simulation, small group activities) | 4 h | Trainers and facilitators (Not specified) |
Hughes et al. (2016) [67] | USA (Michigan) | Quasi-experimental, pretest–posttest without control | Training type: voluntary Setting: mixed healthcare settings (not specified) Clinical staff: health professional in the aging services network and in long term care, public mental health provider Non-clinical staff: public health administrative staff (N = 204) | Population focus: LGBTQ + older adults Topics: health disparities for LGBTQ + persons | Approach: Multimodal Training mode: in-person (Transformative theatre experience, including theatrical performance, interactive dialogue, small group work, and larger group discussion) | 2 h | Actors (LGBTQ + and non-LGBTQ + persons), facilitator | ||
Ingraham et al. (2016) [68] | USA (California) | Quasi-experimental, pretest–posttest without control (Academic format and clinic format groups) | Training type: voluntary Setting: mixed healthcare settings (community health center, university) Clinical staff: physician, resident, nurse, medical assistant, nurse practitioner Non-clinical staff: front desk staff (N = 92) | Population focus: Lesbian and bisexual women (LB) Topics: LGBTQ + terminology and culture, health disparities for LGBTQ + persons | Theory of cultural competence in healthcare delivery and the concept of motivational interviewing | Approach: Multimodal Training mode: in-person (Didactic lecture, skill development exercises, role-play simulation) | 1 h to 3 h | Program staff (not specified) | |
Jadwin-Cakmak et al. (2020) [69] | USA (Michigan) | Quasi-experimental, pretest–posttest without control (Posttest occurred 6 months after training) | Training type: voluntary Setting: primary care (community health center, pediatric clinic) Clinical staff: physician, physician assistant, nurse practitioner, nurse, medical assistant, nursing assistant, social worker, psychologist, counselor, health educator, community health worker Non-clinical staff: administrator, medical office clerk, executive director, chief executive officer (N = 153) | Population focus: LGBTQ + youth Topics: LGBTQ + terminology and culture, bias assessment and mitigation, distinct health needs and care considerations for LGBTQ + individuals, LGBTQ + inclusive clinical practice knowledge and skills | Situated Information-Motivation-Behavioral Skills Model of Care Initiation and Maintenance | Approach: Multimodal Training mode: mixed online lectures and in-person activities (Didactic lecture, group activities, role-play simulation) | 3 h | Medical doctor, health educator | |
Kaiafas and Kennedy (2021) [70] | USA (North Carolina) | Quasi-experimental, pretest–posttest without control | Training type: voluntary Setting: acute care (emergency department) within the military health system Clinical staff: nurse (N = 72) | Population focus: all LGBTQ + populations Topics: LGBTQ + terminology and culture, health disparities for LGBTQ + persons, LGBTQ + inclusive clinical practice knowledge and skills, distinct health needs and care considerations for LGBTQ + individuals | National LGBTQIA + Health Education Center | Approach: Multimodal Training mode: in-person (Didactic lecture, open discussion, small group practice scenarios) | 2.5 h | Educator in the emergency department | |
Kauth et al. (2016) [71] | USA (Washington, DC) | Quasi-experimental, posttest only without control (Data collected with recurrent interventions over 2 years) | Training type: mandatory Setting: mixed healthcare settings within the Veterans Health Administration Clinical staff: clinical psychologist in interprofessional postdoctoral psychology fellowships in LGBTQ + health (N = 16) | Population focus: LGBTQ + veterans Topics: distinct health needs and care considerations for LGBTQ + individuals, health disparities for LGBTQ + persons | The framework of interprofessional collaborative practice | Approach: Multimodal Training mode: in-person (Didactic lecture, training/teaching others, research) | Mentor and supervisors | ||
Kilicaslan and Petrakis (2023) [72] | Australia | Quasi-experimental, posttest only without control | Training type: voluntary Setting: mixed healthcare settings within the public hospital clinical mental health service Clinical staff: nurse, social worker, occupational therapist, psychiatrist, psychologist Non-clinical staff: lived experience worker (N = 113) | Population focus: all LGBTQ + populations Topics: LGBTQ + terminology and culture, health disparities for LGBTQ + persons, structural and systemic oppression of LGBTQ + people, LGBTQ + inclusive clinical practice knowledge and skills | Minority stress theory | Approach: Multimodal Training mode: in-person (Didactic lecture, video, group discussion) | 1 h | Mental health staff (psychiatric nurse, medical psychiatry registrar, occupational therapist, consumer peer support worker) | |
Lelutiu-Weinberger et al. (2016) [73] | USA (New York) | Quasi-experimental, pretest–posttest without control (Posttest occurred 3 months after training) | Training type: mandatory Setting: primary care (outpatient clinic) Clinical staff: physician, nurse, prevention counselor, social service provider, patient coordinator Non-clinical staff: registrar, administrative staff, security guard, billing staff (N = 32) | Population focus: transgender patients Topics: LGBTQ + terminology and culture, distinct health needs and care considerations for LGBTQ + individuals, health disparities for LGBTQ + persons, strategies to create a welcoming and inclusive environment for LGBTQ + clients, LGBTQ + inclusive clinical practice knowledge and skills | Approach: Multimodal Training mode: in-person (Didactic lecture, practice-based example scenarios, group discussion) | 6 h | Nurse practitioner and physician | ||
Leyva et al. (2014) [74] | USA (California) | Quasi-experimental, pretest–posttest without control | Training type: voluntary Setting: mixed healthcare settings (not specified) Clinical staff: social worker, counselor, nurse, first responder, skilled nursing and other residential care facility manager and staff member Non-clinical staff: senior services ombudsmen, religious leader (N = 115) | Population focus: LGBTQ + older adults Topics: LGBTQ + terminology and culture, strategies to create a welcoming and inclusive environment for LGBTQ + clients, structural and systemic oppression of LGBTQ + people, unique lived experiences of LGBTQ + persons | Approach: Multimodal Training mode: in-person (Didactic lecture, group discussion, LGBTQ + panel presentation) | 1 day | Experts and LGBTQ + older adult panelists | ||
Long et al. (2022) [75] | USA (Maryland) | Quasi-experimental, posttest only with control (the control group did not attend the event) (Data collected with recurrent interventions over 2 years) | Training type: voluntary Setting: mixed healthcare settings (not specified) Clinical staff: physician, nurse, social worker, case manager Non-clinical staff: administrative staff (N = 111) | Population focus: all LGBTQ + populations Topics: unique lived experiences of LGBTQ + persons, health disparities for LGBTQ + persons | Approach: Single modality Training mode: in-person (Storytelling event: healthcare providers and LGBTQ + persons share their own stories) | 1.5 h | Event facilitator and LGBTQ + storytellers | ||
McGarry et al. (2002) [76] | USA (Rhode Island) | Quasi-experimental, pretest–posttest without control | Training type: mandatory Setting: mixed healthcare settings (not specified) Clinical staff: physician (internal medicine resident) (N = 37) | Population focus: lesbian and gay patients Topics: health disparities for LGBTQ + persons, distinct health needs and care considerations for LGBTQ + individuals, LGBTQ + inclusive clinical practice knowledge and skills | Approach: Multimodal Training mode: in-person (Didactic lecture, video, case discussion) | 3 h | Faculty | ||
Oblea et al. (2022) [77] | USA (Hawaii) | Quasi-experimental, pretest–posttest without control | Training type: voluntary Setting: mixed healthcare settings (not specified) in both civilian and military health systems Clinical staff: physician, psychologist, nurse, social worker, counselor, case manager, dentist, first responder Non-clinical staff: administrator (N = 101) | Population focus: all LGBTQ + populations Topics: LGBTQ + terminology and culture, health disparities for LGBTQ + persons, unique lived experiences of LGBTQ + persons, strategies to create a welcoming and inclusive environment for LGBTQ + clients, LGBTQ + inclusive clinical practice knowledge and skills | Approach: Multimodal Training mode: in-person (Didactic lecture, video, interactive activity, case discussion) | 4 h | Facilitator (university faculty) and a transgender panel | ||
Pachankis et al. (2022) [96] | USA, Canada, Uganda | Randomized controlled trial | Training type: voluntary Setting: mixed healthcare settings (not specified) Clinical staff: licensed or unlicensed mental health provider (N = 121) | Population focus: all LGBTQ + populations Topics: structural and systemic oppression of LGBTQ + people, distinct health needs and care considerations for LGBTQ + individuals, intersectionality, LGBTQ + inclusive clinical practice knowledge and skills, health disparities for LGBTQ + persons | Minority stress theory | Approach: Multimodal Training mode: online (Didactic lectures, video-based simulated practice assessment) | 11 h | Licensed clinical psychologists and a counseling psychologist who self-identify as LGBTQ + | |
Pelts and Galambos (2017) [78] | USA (Missouri) | Quasi-experimental, pretest–posttest without control | Training type: voluntary Setting: long-term care Clinical staff: nurse, social worker, nursing assistant Non-clinical staff: activities or other support staff (N = 42) | Population focus: lesbian and gay older adults Topics: health disparities for LGBTQ + persons, unique lived experiences of LGBTQ + persons, structural and systemic oppression of LGBTQ + people | Intergroup contact (IGC) theory | Approach: Multimodal Training mode: in-person (Video, group discussion) | Facilitator | ||
Pepping et al. (2018) [79] | Australia | Quasi-experimental, pretest–posttest without control | Training type: voluntary Setting: mixed healthcare settings (not specified) Clinical staff: mental health professional (licensed psychologist, social worker, psychiatrist, medical practitioner, mental health practitioner) (N = 96) | Population focus: all LGBTQ + populations Topics: LGBTQ + terminology and culture, health disparities for LGBTQ + persons, LGBTQ + inclusive clinical practice knowledge and skills, distinct health needs and care considerations for LGBTQ + individuals, unique lived experiences of LGBTQ + persons | Minority stress theory | Approach: Multimodal Training mode: in-person (Didactic lecture, video, group discussion, reflection exercises) | 7.5 h | Clinical psychologist | |
Pratt-Chapman (2020) [80] | USA (American Samoa, California, Florida, Hawaii, Louisiana, Maine, Massachusetts, Michigan, Minnesota, and Montana) | Quasi-experimental, pretest–posttest without control | Training type: voluntary Setting: mixed healthcare settings (not specified) Clinical staff: physician, nurse, nurse practitioner, social worker Non-clinical staff: administrator (N = 28) | Population focus: all LGBTQ + populations Topics: distinct health needs and care considerations for LGBTQ + individuals, strategies to create a welcoming and inclusive environment for LGBTQ + clients | Approach: Multimodal Training mode: mixed online lecture and in-person activities (Didactic lecture using online module, in-person workshop) | 8.7 h | |||
Pratt-Chapman (2021) [81] | USA (Arizona) | Quasi-experimental, pretest–posttest without control | Training type: voluntary Setting: mixed healthcare settings (not specified) Clinical staff: social worker (N = 26) | Population focus: all LGBTQ + populations Topics: LGBTQ + terminology and culture, intersectionality, structural and systemic oppression of LGBTQ + people, health disparities for LGBTQ + persons, LGBTQ + inclusive clinical practice knowledge and skills, unique lived experiences of LGBTQ + persons | National LGBT Cancer Network | Approach: Multimodal Training mode: in-person (Didactic lecture, small group discussion, role-play simulation, case vignettes, films) | 3 h | ||
Pratt-Chapman et al. (2022) [82] | USA (Six states, not specified) | Quasi-experimental, pretest–posttest without control | Training type: voluntary Setting: mixed healthcare settings (cancer centers, cancer screening program, community-based organization) Clinical staff: physician, nurse, nurse practitioner, community health worker, social worker Non-clinical staff: non-clinical role (not specified) (N = 22) | Population focus: all LGBTQ + populations Topics: health disparities for LGBTQ + persons, intersectionality, structural and systemic oppression of LGBTQ + people, LGBTQ + inclusive clinical practice knowledge and skills, strategies to create a welcoming and inclusive environment for LGBTQ + clients, bias assessment and mitigation | Fundamental cause theory and intersectionality | Approach: Multimodal Training mode: online (Didactic lecture using online module, virtual interactive session, including information session and activities) | 14.5 h | Researcher | |
Rhoten et al. (2021) [83] | USA (New York) | Quasi-experimental, pretest–posttest without control (Data collected with recurrent interventions over 5 years) | Training type: voluntary Setting: mixed healthcare settings (hospital, clinic) Clinical staff: hospital staff and primary care provider (N = 420) | Population focus: all LGBTQ + populations Topics: LGBTQ + terminology and culture, health disparities for LGBTQ + persons, structural and systemic oppression of LGBTQ + people, intersectionality, distinct health needs and care considerations for LGBTQ + individuals, strategies to create a welcoming and inclusive environment for LGBTQ + clients | Adult learning theory and transformative learning theory | National LGBT Cancer Network | Approach: Multimodal Training mode: in-person (Didactic lecture, activities, discussion, video) | Certified trainers (not specified) | |
Rosa-Vega et al. (2020) [84] | USA (Puerto Rico) | Quasi-experimental, pretest–posttest without control | Training type: voluntary Setting: mixed healthcare settings (hospital pharmacy, community pharmacy, pharmaceutical industry) Clinical staff: pharmacist (N = 54) | Population focus: transgender patients Topics: LGBTQ + terminology and culture, health disparities for LGBTQ + persons, distinct health needs and care considerations for LGBTQ + individuals | Approach: Multimodal Training mode: in-person (Didactic lecture, case discussion) | 3 h | Panel of presenters (not specified) | ||
Russell and Corbitt (2022) [85] | USA (Maryland) | Quasi-experimental, pretest–posttest without control | Training type: voluntary Setting: acute care (academic cancer center) Clinical staff: nurse, medical assistant, radiation therapy technician, patient care technician, social worker, physician, nurse practitioner, physician assistant Non-clinical staff: clerical staff, administrative staff (N = 110) | Population focus: all LGBTQ + populations Topics: LGBTQ + terminology and culture, health disparities for LGBTQ + persons, structural and systemic oppression of LGBTQ + people, intersectionality, distinct health needs and care considerations for LGBTQ + individuals, bias assessment and mitigation, strategies to create a welcoming and inclusive environment for LGBTQ + clients, unique lived experiences of LGBTQ + persons | Minority stress theory and intersectionality | National LGBT Cancer Network | Approach: Multimodal Training mode: in-person (Didactic lecture, interactive exercises, group discussion, video) | 1 h | Trained healthcare professionals |
Schweiger-Whalen et al. (2019) [86] | USA (New Mexico) | Quasi-experimental, pretest–posttest without control | Training type: voluntary Setting: mixed healthcare settings (hospital, university) Clinical staff: nurse, nursing student, nurse practitioner, social worker, counselor, physical therapist, pharmacist Non-clinical staff: nursing student, nursing faculty, administrative (N = 130) | Population focus: all LGBTQ + populations Topics: LGBTQ + terminology and culture, health disparities for LGBTQ + persons, LGBTQ + inclusive clinical practice knowledge and skills, unique lived experiences of LGBTQ + persons | Theory of cultural competence in healthcare delivery | National LGBTQIA + Health Education Center | Approach: Multimodal Training mode: in-person (Didactic lecture, LGBTQ + panel presentation) | 4 h | Educator and LGBTQ + panelists |
Seay et al. (2020) [87] | USA (Florida) | Quasi-experimental, pretest–posttest without control | Training type: voluntary Setting: acute care (academic cancer center) Clinical staff: oncologist (N = 40) | Population focus: all LGBTQ + populations Topics: LGBTQ + terminology and culture, intersectionality, strategies to create a welcoming and inclusive environment for LGBTQ + clients, LGBTQ + inclusive clinical practice knowledge and skills, health disparities for LGBTQ + persons | Theory of cultural competence in healthcare delivery | National LGBT Cancer Network | Approach: Single modality Training mode: online (Didactic lecture using online module) | 2 h | |
Shrader et al. (2017) [88] | USA (California, Washington) | Quasi-experimental, pretest–posttest without control | Training type: voluntary Setting: primary care within the military health system Clinical staff: psychologist, psychiatrist, social worker, nurse practitioner, physician (N = 51) | Population focus: all LGBTQ + populations Topics: LGBTQ + terminology and culture, structural and systemic oppression of LGBTQ + people, distinct health needs and care considerations for LGBTQ + individuals, health disparities for LGBTQ + persons | National LGBTQIA + Health Education Center | Approach: Single modality Training mode: in-person (Didactic lecture) | 1 h | Researcher | |
Stevenson et al. (2020) [89] | USA (Georgia) | Quasi-experimental, pretest–posttest without control | Training type: mandatory Setting: primary care (endocrinology) Clinical staff: endocrine fellow (N = 6) | Population focus: transgender patients Topics: distinct health needs and care considerations for LGBTQ + individuals, LGBTQ + inclusive clinical practice knowledge and skills | Approach: Single modality Training mode: in-person (Simulation using a standardized patient) | Faculty | |||
Traister (2020) [90] | USA (Pennsylvania) | Quasi-experimental, pretest–posttest without control | Training type: voluntary Setting: acute care (hospital) Clinical staff: nurse (N = 112) | Population focus: all LGBTQ + populations Topics: LGBTQ + terminology and culture, health disparities for LGBTQ + persons, LGBTQ + inclusive clinical practice knowledge and skills | Theory of cultural competence in healthcare delivery | National LGBTQIA + Health Education Center | Approach: Single modality Training mode: in-person (Didactic lecture) | 1 h | Researcher |
Ufomata et al. (2018) [91] | USA (Pennsylvania) | Quasi-experimental, pretest–posttest without control | Training type: mandatory Setting: primary care (ambulatory clinic) Clinical staff: resident physician and faculty preceptor (N = 129) | Population focus: all LGBTQ + populations Topics: LGBTQ + terminology and culture, distinct health needs and care considerations for LGBTQ + individuals, health disparities for LGBTQ + persons, LGBTQ + inclusive clinical practice knowledge and skills, structural and systemic oppression of LGBTQ + people | National LGBTQIA + Health Education Center | Approach: Multimodal Training mode: in-person (Didactic lecture, group discussion) | 3 h | Clinician educator | |
Walia et al. (2019) [92] | USA (Ohio) | Quasi-experimental, pretest–posttest without control (Data collected with recurrent interventions over 0.5 years) | Training type: mandatory Setting: acute care (perioperative) Clinical staff: physician, nurse, nurse anesthetist, patient care assistant, surgical technician (N = 169) | Population focus: LGBTQ + youth Topics: LGBTQ + terminology and culture, distinct health needs and care considerations for LGBTQ + individuals, health disparities for LGBTQ + persons | Approach: Single modality Training mode: in-person (Didactic lecture) | Director of the LGBTQ + health initiative | |||
Weeks et al. (2018) [93] | USA (California) | Quasi-experimental, pretest–posttest without control (Data collected with recurrent interventions over 2 years) | Training type: voluntary Setting: community (foster family agency, group home, adoption agency) Clinical staff: clinician, social worker Non-clinical staff: group home staff (N = 455) | Population focus: all LGBTQ + populations Topics: LGBTQ + terminology and culture, structural and systemic oppression of LGBTQ + people, strategies to create a welcoming and inclusive environment for LGBTQ + clients, bias assessment and mitigation | Implementation framework | Approach: Multimodal Training mode: in-person (Didactic lecture, coaching meeting) | 3 h | Trainer (not specified) | |
White-Hughto et al. (2017) [94] | USA (Connecticut and Massachusetts) | Quasi-experimental, pretest–posttest without control (3-month follow-up) | Training type: voluntary Setting: community (correctional) Clinical staff: counselor, nurse, nurse practitioner, physician, psychiatrist, social worker, case manager Non-clinical staff: administrator, optometrist (N = 34) | Population focus: transgender individuals who are incarcerated Topics: LGBTQ + terminology and culture, distinct health needs and care considerations for LGBTQ + individuals, health disparities for LGBTQ + persons | The theory of planned behavior and the information, motivation, and behavioral skills | Approach: Multimodal Training mode: in-person (Didactic lecture, group discussion, role-play simulation, case study) | 1.5 h | Non-LGBTQ + trainers | |
Wyckoff (2019) [95] | USA (Alabama) | Quasi-experimental, pretest–posttest without control | Training type: voluntary Setting: acute care Clinical staff: nurse (N = 30) | Population focus: all LGBTQ + populations Topics: LGBTQ + terminology and culture, health disparities for LGBTQ + persons, LGBTQ + inclusive clinical practice knowledge and skills | Culture care theory of diversity and universality | National LGBTQIA + Health Education Center | Approach: Single modality Training mode: online (Didactic lecture using online module) | 0.5 h |