Teaching Intersectionality of Sexual Orientation, Gender Identity, and Race/Ethnicity in a Health Disparities Course

Stephanie Bi; Monica B Vela; Aviva G Nathan; Kathryn E Gunter; Scott C Cook; Fanny Y López; Robert S Nocon; Marshall H Chin

doi:10.15766/mep_2374-8265.10970

Teaching Intersectionality of Sexual Orientation, Gender Identity, and Race/Ethnicity in a Health Disparities Course

MedEdPORTAL. 2020 Jul 31:16:10970. doi: 10.15766/mep_2374-8265.10970.

Authors

Stephanie Bi¹, Monica B Vela², Aviva G Nathan³, Kathryn E Gunter⁴, Scott C Cook⁵, Fanny Y López⁶, Robert S Nocon⁷, Marshall H Chin⁸

Affiliations

¹ Student, University of Chicago Pritzker School of Medicine.
² Professor, Department of Medicine, University of Chicago; Associate Dean for Multicultural Affairs, University of Chicago Pritzker School of Medicine.
³ Senior Research Project Manager, Department of Medicine, University of Chicago.
⁴ Deputy Director, Department of Medicine, University of Chicago.
⁵ Clinical Psychologist, Department of Medicine, University of Chicago.
⁶ Project Manager, Office of Diversity, Equity and Inclusion, Dominican University; Adjunct Instructor, Office of Diversity, Equity and Inclusion, Dominican University.
⁷ Senior Health Services Researcher, Department of Medicine, University of Chicago.
⁸ Richard Parrillo Family Professor of Healthcare Ethics, Department of Medicine, University of Chicago.

Abstract

Introduction: Intersectionality considers how different identities simultaneously affect an individual's experiences. Those of multiple minority statuses may experience effects of intersecting systems of oppression. Most health disparities curricula do not focus on intersectionality. We studied the impact of an innovative module teaching intersectionality of sexual orientation, gender identity, and race/ethnicity issues in the required Pritzker School of Medicine course Health Care Disparities: Equity and Advocacy.

Methods: A short lecture reviewed sexual and gender minority (SGM) health disparities, intersectionality, minority stress, and shared decision making (SDM) to establish shared language among 83 first-year medical students. Students then viewed four videos of SGM patients of color (POC) describing their health care experiences, each followed by moderated discussion about how compounded minority stress affects lived experiences and health and how to improve SDM for SGM POC. One video interviewee attended the session and answered students' questions. Evaluation was performed using pre- and postsurveys.

Results: Feeling somewhat/completely confident in defining intersectionality increased from 57% to 96%. Prior to the session, 62% of respondents reported feeling somewhat/completely confident in identifying barriers to care for SGM patients, and 92% after. Thirty-three percent felt somewhat/completely confident in asking SGM patients about their identities before the session, and 81% after. Eighty-four percent rated the session as very good or excellent.

Discussion: The session was well received, improved student knowledge of intersectionality, and improved confidence in communicating with and caring for SGM patients. Future iterations could include condensing the lecture and including a patient panel and/or small-group discussion.

Keywords: Anti-racism; Cultural Competence; Diversity; Ethnicity; Gender Identity; Health Disparities; Health Equity; Human Sexuality; Identity; Inclusion; Intersectionality; LGBTQ; Race; Sexual and Gender Minorities.

Publication types

Research Support, N.I.H., Extramural
Research Support, Non-U.S. Gov't
Research Support, U.S. Gov't, P.H.S.

MeSH terms

Curriculum
Ethnicity
Female
Gender Identity*
Humans
Male
Sexual Behavior
Sexual and Gender Minorities*

Abstract

Publication types

MeSH terms

Grants and funding