Simulating ‘that jaw drop moment’: challenging heteronormative assumptions in a novel clinical consultation skills session with undergraduate medical students
Canty, J and McBain, L and Gray, L, Simulating that jaw drop moment': challenging heteronormative assumptions in a novel clinical consultation skills session with undergraduate medical students, MedEdPublish pp. 1-12. ISSN 2312-7996 (2021) [Refereed Article]
This paper discusses the design and impact of a clinical consultation skills session for undergraduate medical
students in context of diverse sexual orientation, gender identity and expression, and sex characteristics. Existing
teaching approaches omit opportunities for application and skills practice. This innovation seeks to address this gap.
Senior medical undergraduate students participated in actor-facilitated standardized simulated patient role-play. The
scenarios utilized a structure akin to the end of year final observed objective structured clinical examination. Plando-study-act cycles involving facilitator observation, verbal and written feedback from students and actors,
confidential student evaluations, and peer evaluation contributed to session modification and improvement.
The teaching session offered students the opportunity to practice exam-style simulated patient consultations,
communication and empathy skills. Improvements made following the first iteration were reflected in positive
student evaluations in the second iteration.
Discussion and Conclusion
Simulated consultations using standardised scenarios represent an accepted format for medical education. We
demonstrated it is possible to include topics that frequently give rise to discrimination and stigma from medical
professionals whilst maintaining expected learning outcomes. Student evaluations identify the acceptability and
value of the topics for medical education. We present a viable option for integration into medical education.
medical education, sexualities, LGBTIQ+, assumed heteronormativity, simulated consultation