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Improving clinical competence with LGBTQ+ patients in the paediatric emergency department: an education intervention study
  1. Sean T Kelleher1,
  2. Michael J Barrett2,3,
  3. Sheena Durnin2,4,
  4. Patrick Fitzpatrick2,5,
  5. Agnes Higgins6,7,
  6. Dani Hall2,3
  1. 1 Department of Paediatric Cardiology, Children's Health Ireland at Crumlin, Dublin, Ireland
  2. 2 Department of Paediatric Emergency Medicine, Children's Health Ireland, Dublin, Ireland
  3. 3 Women and Child Health, University College Dublin, Dublin, Ireland
  4. 4 Discipline of Paediatric Medicine, Trinity College Dublin, Dublin, Ireland
  5. 5 Paediatrics, Royal College of Surgeons in Ireland, Dublin, Ireland
  6. 6 School of Nursing and Midwifery, Trinity College Dublin, Dublin, Ireland
  7. 7 Trinity Center for Practice and Health Care Innovation, Trinity College Dublin, Dublin, Ireland
  1. Correspondence to Dr Dani Hall, Health Sciences Centre, University College Dublin, Dublin, Ireland; danielle.hall{at}ucd.ie

https://doi.org/10.1136/archdischild-2023-326083

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    Introduction

    LGBTQ+ (lesbian, gay, bisexual, transgender, queer/questioning, + indicating inclusivity to all) young people are a vulnerable group with higher self-reported rates of suicidality, anxiety and depression than their peers.1 A previous publication, assessing clinical competence of healthcare professionals in caring for LGBTQ+ young people in the paediatric emergency department (PED), revealed very positive attitudes with moderate knowledge of LGBTQ+ health issues and low clinician clinical preparedness.2 However, positive attitudes alone are not sufficient to provide quality care. The literature, to date, focuses on undergraduate education and frequently uses non-validated assessment tools.3 This study aimed to assess the impact of online education on staff clinical competence in caring for LGBTQ+ young people in the PED.

    Methods

    Using a pre-test post-test design, competence was assessed at baseline, 2 and 12 weeks post an educational intervention consisting of an existing eLearning module, video and blogpost. The study was conducted between May and September 2021 across four centres. Eligible participants were 71 doctors, …

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    Footnotes

    • Twitter @danihalltweets

    • Contributors DH, MJB and AH conceptualised this study and wrote the study design protocol. DH, MJB, SD and PF implemented the study methodology from the three Paediatric Emergency Departments and Urgent Care Centre. STK analysed the results of the study and drafted this manuscript. All authors reviewed and advised on the content of the manuscript. All authors take responsibility for the content.

    • Funding The authors have not declared a specific grant for this research from any funding agency in the public, commercial or not-for-profit sectors.

    • Competing interests None declared.

    • Provenance and peer review Not commissioned; externally peer reviewed.