Guidelines for Submitting Abstracts
Guidelines for Submitting Abstracts
1. Conference Theme & Tracks
2. Proposal Components Checklists
3. Expectations for Abstracts
4. Abstract Submission Types
5. Sample Abstract
Thank you for your interest in submitting an abstract for the GLMA 42nd Annual Conference on LGBTQ+ Health! This document will outline GLMA’s expectations for abstracts and describe the two types of abstracts we are seeking for the Annual Conference. Please read the following guidelines carefully.
If you have questions about your submission, please see the Frequently Asked Questions and then contact us at annualconference@glma.org.
Conference Theme & Tracks
Practice with Pride
This year's conference theme, Practice with Pride, serves as a powerful reminder of the collective power of pride as we shape a better and healthier future for the LGBTQ+ community. The theme underscores the profound connection between LGBTQ+ representation, allyship, and health equity, recognizing that a healthcare system that authentically reflects and respects the diversity of the population it serves is better equipped to address the unique needs and challenges faced by LGBTQ+ individuals. By practicing with pride, health professionals create a more inclusive and equitable healthcare landscape for everyone.
Tracks
The 42nd Annual Conference on LGBTQ+ Health will feature content in four main tracks:
#1 Standards of Care
The Standards of Care track emphasizes the promotion of LGBTQ+ health equity across the entire care team, ensuring a comprehensive and inclusive approach to health care delivery. Through interactive sessions, attendees will explore best practices and guidelines to uphold the highest standards of care for LGBTQ+ individuals, fostering a culture of respect, understanding, and inclusivity within healthcare settings.
1. How We're Getting It On: Taking a Comprehensive and Inclusive Sexual Health History
2. Firearm Suicide Prevention Strategies for Health Professionals
3. PrEP4Kink: HIV Prevention in an Underserved Sexual Minority Community
4. Advance Directives to Manage Anxieties of Transgender People about Dementia
#2 Clinical Care in Context
The Clinical Care in Context track at the GLMA's Annual Conference emphasizes the critical role of social determinants of health in shaping the well-being of LGBTQ+ individuals. Through a comprehensive examination of various facets of LGBTQ+ lived experiences, attendees will gain insight into the diverse and nuanced aspects impacting LGBTQ+ health and health care delivery. Sessions will include deep dives into political landscapes, population studies, emergent trends and research, and more.
1. Understanding Recent Findings from the 2022 US Trans Study
2. Invisible No More: Exploring the Lived Experiences of Unhoused LGBTQ+ Youth
3. Unpacking Inequity: The Role of Social Determinants in Racial Disparities within LGBTQ+ Health
4. Social Media Trends of Trans Individuals Seeking Information on Gender Affirming Surgery
#3 Personal & Professional Development for Health Professionals
The Personal and Professional Development track includes sessions dedicated to providing tailored support to LGBTQ+ health professionals as they navigate their careers, acknowledging the unique challenges we face in areas such as financial wellness, educational attainment, career advancement, and workplace inclusivity. Through these workshops and panel discussions, attendees will gain valuable insights and strategies to overcome barriers and thrive personally and professionally in healthcare environments.
1. Changing Lives, Changing Systems: The Role of Health Professionals in Advocacy
2. Financial Health for LGBTQ+ Health Professionals
3. Surviving the Match as an LGBTQ+ Applicant
4. The Role of Mentorship in Your Career Journey
#4 Nursing Section
The Nursing Section track is specifically designed to cater to the needs of nursing professionals and nursing students within the LGBTQ+ healthcare community. Attendees can expect tailored sessions and panels aimed at enhancing their skills, knowledge, and advocacy efforts within the nursing field.
1. Moving the Needle: Mobilizing Nurses as Advocates for Safe SGM Patient Care
2. Development of a Replicable Nursing Health Assessment Course Module in LGBTQ+ Health
3. Examining Nurse Practitioners Students’ Confidence and Competence in Caring for the LGBTQ+ Patients
4. Leading the Fight for Transgender and Gender-Nonbinary Health Justice: Ten Strategies for Nurses
Proposal Components Checklists
Your proposal will be comprised of two parts: 1) the abstract submission and 2) the Presenter Form(s) submission.
Each presenter must complete their own Presenter Form. Your proposal will NOT be considered evaluated in the absence of any components. It is advised that you send all co-presenters the Presenter Form to complete BEFORE submitting your abstract to the portal.
| Abstract Components |
All abstract submissions must include the following components:
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| Presenter Form Components |
Each presenter must complete their own Presenter Form by the submission deadline. The form includes the following components:
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Expectations for Abstracts
Audience
The GLMA Annual Conference draws hundreds of participants from various health professions including physicians, physician assistants, nurses, nurse practitioners, mental and behavioral health specialists, including psychologists and social workers, public health practitioners, researchers, educators, health policy specialists, advocates, administrators, health profession students and trainees, and others interested in improving health for LGBTQ+ people.
Evidence-Based Content
GLMA is committed to ensuring all content presented at the Annual Conference provides a balanced view of therapeutic options, if applicable, and is evidence-based. Abstracts submitted for consideration should be developed based on evidence that is accepted within the presenter’s profession.
Learning Objectives
Learning objectives must be written using verbs that demonstrate behaviors (i.e., explain, list, describe, discuss, demonstrate, calculate, compare, analyze, etc.). Understand and know are examples of words that should NOT be included in learning objectives.
Learning objectives will be formatted in the following way:
By the end of this presentation, participants should be able to:
1. ________________________________
2. ________________________________
3. ________________________________
Applicable Competencies
For abstracts to be consider for CE/CME credit, GLMA expects each abstract to address at least one of the following Professional Competencies.
Core Competencies:
1 - Provide Patient-Centered Care: Identify, respect, and care about patients’ differences, values, preferences, and expressed needs; relieve pain and suffering; coordinate continuous care; listen to, clearly inform, communicate with, and educated patients; share decision making and management; and continuously advocate disease prevention, wellness, and promotion of health lifestyles, including a focus on population health.
2 - Work in Interdisciplinary Teams: Cooperate, collaborate, communicate, and integrate care in teams to ensure that care is continuous and reliable.
3 - Employ Evidence-Based Practices: Integrate best research with clinical expertise and patient values for optimum care, and participate in learning and research activities to the extent feasible.
4 - Apply Quality Improvement: Identify errors and hazards in care; understand and implement basic safety design principles, such as standardization and simplification; continually understand and measure quality of care in terms of structure, process, and outcomes in relation to patient and community needs; and design and test interventions to change processes and systems of care, with the objective of improving quality.
5 - Utilize Informatics: Communicate, manage knowledge, mitigate error, and support decision making using information technology.
IPEC (Interprofessional Education Collaborative Competencies)
6 – Values/Ethics in Professional Practice: Work with individuals of other professions to maintain a climate of mutual respect and shared values.
7 – Roles/Responsibilities: Use the knowledge of one’s own role and those of other professions to appropriately assess and address the healthcare needs of the patients and populations served.
8 – Interprofessional Communication: Communicate with patients, families, communities, and other health professionals in a responsive and responsible manner that supports a team approach to the maintenance of health and the treatment of disease.
9 – Teams and Teamwork: Apply relationship building values and the principles of team dynamics to perform effectively in different team roles to plan and deliver patient-/population-centered care that is safe, timely, efficient, effective, and equitable.
Abstract Submission Types
GLMA is calling for two types of abstract submissions: Workshops Sessions and Original Research.
Workshops Sessions
Format:
Workshops are interactive sessions with 20-50 multidisciplinary attendees and should be developed to allow for an in-depth presentation and discussion of a topic. Case studies, role plays and discussion-based brainstorming are encouraged in addition to, or in place of, PowerPoint presentations.
Workshop sessions are usually 60 minutes in length, including at least 10 minutes for Q&A with the audience. You will be required to submit a proposed timeline (i.e., draft agenda) for your workshop session. See the box for an example.
Presenters:
Co-presenters are permitted for workshop sessions; however, only one presenter should submit the abstract. The presenter who submits the abstract will be known as the "primary presenter" and will be the person notified with the selection decision. No more than FOUR presenters are permitted for one abstract. Please contact us if you have questions about presenters or the format of workshop sessions. All presenters MUST be specified and included in the abstract submission.
Workshop Timeline Example
- Introduction to the topic (20 minutes)—
- Didactic presentation using PowerPoint/Google Slides/Canva Slides
-Presenter #1 on subtopic (1/2 the time)
-Presenter #2 on subtopic (1/2 the time)
- Small group break-outs (20 minutes)— Handouts will be used
- Report back and large group discussion (15 minutes)—Facilitated by Presenter #1
- Wrap-up & evaluations (5 minutes)— Facilitated by Presenter #2
Original Research
Format:
Accepted abstracts will be grouped by GLMA’s Education Committee and presented during the same concurrent session. To the extent possible, abstracts will be grouped by topic.
Original Research abstracts are for the presentation of research findings, and include sections on background, methods, results and discussion. Original Research abstracts will be considered for either the Oral Research Presentations or Poster Presentations by the GLMA Education Committee.
Oral Research Presentations are typically 20 minutes in length, including at least 5 minutes for audience Q&A. Abstracts selected for Poster Presentation will be displayed at poster sessions, which last one hour.
Presenters:
Only ONE author of a study may present Original Research. Only workshops may have multiple presenters. Do not list additional authors in the abstract submission. Other authors may be listed in the presentation materials prepared by the presenter (slide presentation or posters). We recognize the importance of crediting authors, and if your research is selected for presentation, GLMA will contact you to obtain a list of your co-authors to include in conference materials.
Sample Abstract
This is a sample research abstract that was submitted and accepted for inclusion in a previous GLMA Annual Conference on LGBTQ+ Health. Although this is a sample research abstract,* most of the content is applicable to workshop abstracts** as well. This is for reference purposes only. Any questions can be directed to GLMA’s conference planners at annualconference@glma.org.
*Research abstracts follow the format of: Background, Methods, Results and Discussion/Conclusion. **Workshop abstracts are required to submit a timeline of the session.
Abstract Portion | Notes |
Title: Perinatal Mood and Anxiety Disorders in Sexual Minority Women Presenter: Kodiak Soled, MSN, RN |
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Presenter Bio: Kodiak Soled, MSN, RN is a first-year predoctoral nursing student in the Program of the Study of LGBT at Columbia University, a Jonas-Blaustein Scholar, and currently serves on the executive board of GLMA Health Professionals Advancing LGBTQ+ Equality. She earned her Master's in Nursing from Johns Hopkins University and her Bachelor's in International and Intercultural Studies from Pitzer College. Soled is currently working under the direction of Walter Bockting, PhD to understand the role of social support and its relationship to mental health during the perinatal period in gender minority gestational parents. Her mission is to build a program of research that promotes perinatal health equity for individuals and families in the sexual and gender minority community. |
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Abstract Text: Background: Perinatal mood and anxiety disorders (PMADs) adversely impact nearly a million US women annually, representing 15-21% of all births. However, PMADs have predominantly been studied in heterosexual samples. This is problematic as an estimated 34.9% of lesbian and 44.8% of bisexual women in the U.S. have given birth and approximately 3.8 million of sexual and gender minority millennials are considering expanding their families. Despite this growing prevalence, there is a dearth of knowledge about SMW's health during this vulnerable time. This systematic review aimed to fill that critical knowledge gap. Methods: Five electronic databases were searched for peer-reviewed literature in December 2018. 1,572 articles published between 2008 and 2018 were identified and screened. Seven met the inclusion criteria. Risk of bias was appraised using the Downs and Black quality assessment tool. Results: The findings suggest that SMW experience PMADs at higher rates than national estimates. Bisexual women experience higher rates of depression and anxiety and reported lower overall mental health compared to other SMW. Women undergoing artificial reproductive technology treatment may be at a higher risk than their partner for anxiety and depression in the transition to parenthood. Conclusion: This review is one of the first to provide comprehensive insights into the vulnerabilities and perinatal mental health disparities of SMW and their co-parents. Future research should build upon these findings to further understand SMW's perinatal experiences and develop inclusive clinical guidelines that reflect the needs of this population during a critical period in their lifespan. |
Background Methods Results Discussion/Conclusion |
Learning Objectives: By the end of this presentation, learners will be able to:
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Questions? Contact us at annualconference@glma.org.
Practice with Pride
This year's conference theme, Practice with Pride, serves as a powerful reminder of the collective power of pride as we shape a better and healthier future for the LGBTQ+ community. The theme underscores the profound connection between LGBTQ+ representation, allyship, and health equity, recognizing that a healthcare system that authentically reflects and respects the diversity of the population it serves is better equipped to address the unique needs and challenges faced by LGBTQ+ individuals.
By practicing with pride, health professionals create a more inclusive and equitable healthcare landscape for everyone.
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