Implementing an LGBTQ Training for Teen Pregnancy Prevention Facilitators

Teen pregnancy and sexually transmitted infections remain a major health concern and are linked to a number of poor outcomes. Lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) youth are particularly at risk for these issues. Although evidence-based teen pregnancy prevention (TPP) programs exist, they are not necessarily tailored to meet the needs of LGBTQ youth. This paper reports on the development and implementation of a LGBTQ training for TPP facilitators working for the Augusta Partnership for Children in Augusta, GA. The four-hour workshop covered a range of topics including terminology, identity, intersectionality, and risk/resilience factors through a combination of lecture, video clips, and interactive activities. The training was well-received with most facilitators rating the training as excellent on satisfaction surveys completed one-week after the training. Qualitative comments were also largely positive; areas for improvement included discussion of the legal context around LGBTQ issues and the impact of race on LGBTQ issues. Future work is needed to expand on these findings by examining the impact of such trainings on TPP program implementation and, ultimately, on LGBTQ youth

Implementing an LGBTQ Training for Teen Pregnancy Prevention Facilitators

Teen pregnancy and sexually transmitted infections remain a major health concern and are linked to a number of poor outcomes. Lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) youth are particularly at risk for these issues. Although evidence-based teen pregnancy prevention (TPP) programs exist, they are not necessarily tailored to meet the needs of LGBTQ youth. This paper reports on the development and implementation of a LGBTQ training for TPP facilitators working for the Augusta Partnership for Children in Augusta, GA. The four-hour workshop covered a range of topics including terminology, identity, intersectionality, and risk/resilience factors through a combination of lecture, video clips, and interactive activities. The training was well-received with most facilitators rating the training as excellent on satisfaction surveys completed one-week after the training. Qualitative comments were also largely positive; areas for improvement included discussion of the legal context around LGBTQ issues and the impact of race on LGBTQ issues. Future work is needed to expand on these findings by examining the impact of such trainings on TPP program implementation and, ultimately, on LGBTQ youth

Patient care ownership in medical students: a validation study

Abstract Background Psychological Ownership is the cognitive-affective state individuals experience when they come to feel they own something. The construct is context-dependent reliant on what is being owned and by whom. In medical education, this feeling translates to what has been described as “Patient Care Ownership,” which includes the feelings of responsibility that physicians have for patient care. In this study, we adapted an instrument on Psychological Ownership that was originally developed for business employees for a medical student population. The aim of this study was to collect validity evidence for its fit with this population. Methods A revised version of the Psychological Ownership survey was created and administered to 182 medical students rotating on their clerkships in 2018–2019, along with two other measures, the Teamwork Assessment Scale (TSA) and Maslach Burnout Inventory (MBI) Survey. A confirmatory factor analysis (CFA) was conducted, which indicated a poor fit between the original and revised version. As a result, an exploratory factor analysis (EFA) was conducted and validity evidence was gathered to assess the new instruments’ fit with medical students. Results The results show that the initial subscales proposed by Avey et al. (i.e. Territoriality, Accountability, Belongingness, Self-efficacy, and Self-identification) did not account for item responses in the revised instrument when administered to medical students. Instead, four subscales (Team Inclusion, Accountability, Territoriality, and Self-Confidence) better described patient care ownership for medical students, and the internal reliability of these subscales was found to be good. Using Cronbach’s alpha, the internal consistency among items for each subscale, includes: Team Inclusion (0.91), Accountability (0.78), Territoriality (0.78), and Self-Confidence (0.82). The subscales of Territoriality, Team Inclusion, and Self-Confidence were negatively correlated with the 1-item Burnout measure (P = 0.01). The Team Inclusion subscale strongly correlated with the Teamwork Assessment Scale (TSA), while the subscales of Accountability correlated weakly, and Self-Confidence and Territoriality correlated moderately. Conclusion Our study provides preliminary validity evidence for an adapted version of Avey et al.’s Psychological Ownership survey, specifically designed to measure patient care ownership in a medical student population. We expect this revised instrument to be a valuable tool to medical educators evaluating and monitoring students as they learn how to engage in patient care ownership. </jats:sec

Patient Care Ownership in Medical Students: A Validation Study

Abstract Background: Psychological Ownership is the cognitive-affective state individuals experience when they come to feel they own something. The construct is context-dependent reliant on what is being owned and by whom. In medical education, this feeling translates to what has been described as “Patient Care Ownership,” which includes the feelings of responsibility that physicians have for patient care. The construct was originally validated with business employees, then recently translated into residency education where ownership behavior is expected. We adapted this instrument for a medical student population where patient ownership skills begin.Methods: Guiding our validation study was Downing’s framework, which combines theory, predicted relationships, and empirical evidence to propose the use of newly created instruments. Downing argues that assessments are not valid in and of themselves; they are the result of researchers’ evidence gathered in support of a specific interpretation. We chose to adapt this instrument because, like employees who feel that various projects belong to them, physicians share similar feelings about patients and their care. Results: The results show that the initial subscales proposed by Avey et al. (i.e. Territoriality, Accountability, Belongingness, Self-efficacy, and Self-identification) did not account for item responses in the revised instrument when administered to medical students. Instead, four subscales (Team Inclusion, Accountability, Territoriality, and Self-Confidence) better described patient care ownership for medical students, and the internal reliability of these subscales was found to be good. Using Cronbach’s alpha, the internal consistency among items for each subscale, includes: Team Inclusion (.91), Accountability (.78), Territoriality (.78), and Self-Confidence (.82). The subscales of Territoriality, Team Inclusion, and Self-Confidence were negatively correlated with the 1-item Burnout measure (P=0.01). The Team Inclusion subscale strongly correlated with the Teamwork Assessment Scale (TSA), while the subscales of Accountability correlated weakly, and Self-Confidence and Territoriality correlated moderately.Conclusions: Our study provides strong preliminary validity evidence for an adapted version of Avey et al.’s psychological ownership survey, specifically designed to measure patient care ownership in a medical student population. We expect this revised instrument to be a valuable tool to medical educators evaluating and monitoring students as they learn how to engage in patient care ownership.</jats:p