JMIR Publications

ABSTRACT

Background:

Many faculty members in the health professions lack training in fundamental LGBTQ+ health topics. Faculty development is needed to address knowledge gaps, improve teaching skills, and prepare students to competently care for a growing LGBTQ+ population.

Objective:

The authors conducted a program evaluation of the massive open online course (MOOC), Teaching LGBTQ+ Health: A Faculty Development Course for Health Professions Educators. Their goal was to understand participant demographics, impact, and ongoing maintenance needs in order to inform decisions about updating and adding content to the course.

Methods:

The authors evaluated the course for the period 3/27/2021-2/24/2023 using the RE-AIM framework as a guide. They assessed for impact using participation numbers, evidence of learning, and likelihood of practice change. Data included participant demographics, their performance on a pre-/post-course quiz, open text entries throughout the course, continuing medical education (CME) credits awarded, and CME course evaluations. They analyzed demographics using descriptive statistics and pre/post quiz scores using a paired t-test. They conducted a qualitative thematic analysis of open text responses to prompts within the course and questions on the CME evaluation.

Results:

Results are reported using the 5 RE-AIM domains. REACH: 1,782 learners participated in the course and 1516 accessed it through a main course website. The majority of these participants were physicians (423/1516, 30.9%) and from outside the sponsoring institution/target audience (1452/1516, 95.7%). EFFECTIVENESS: The median change in test scores for the 679 participants who completed both the pre- and post-course tests was 3 out of 10 points, or 30% improvement (p < 0.001.) Themes identified from CME evaluations included LGBTQ+ Health as a Distinct Domain, Inclusivity in Practices, and Teaching LGBTQ+ Health Strategies. A minority of participants (237/1782, 13.3%) earned CME credits. ADOPTION: Themes identified among responses to prompts in the course included LGBTQ+ Health Concepts and Instructional Strategies. Most participants strongly agreed with numerous positive statements about the course content, presentation, and likelihood for practice change. IMPLEMENTATION: The course cost $57,000USD to build and implement, which was intramurally funded through grants and subsidies. The course faculty spent an estimated combined 600 hours on the project and educational technologists spent another 712 hours. MAINTENANCE: Much of the course is evergreen, and ongoing oversight and quality assurance requires minimal faculty time. New content will likely include modules on transgender health and gender-affirming care.

Conclusions:

Teaching LGBTQ+ Health improved participants’ knowledge of fundamental queer health topics. Overall participation has been modest to date. Most participants indicated an intention to change clinical or teaching practices. Maintenance costs are minimal. The course will continue to be offered online and new content is likely to be added. Clinical Trial: None