Lesbian, gay, bisexual, transgender, queer, intersex, asexual, and others (LGBTQIA+) patients face stigma and barriers to health care, including a lack of health care professionals' knowledge and confidence in treating this patient population. Pharmacists are in prime position to decrease this health disparity. United States pharmacy schools have limited LGBTQIA+ content, continuing the concern of recent graduates without knowledge and confidence. This commentary discusses potential barriers to introducing LGBTQIA+ content into school of pharmacy curricula and presents five strategies currently in use by nursing, medical, and pharmacy schools. Schools of Pharmacy should consider proactive incorporation of this content to graduate practitioners able to provide quality care to LGBTQIA+ patients.

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To assess the impact on first-, second-, and third-year pharmacy students' confidence and knowledge in Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, Asexual, and Others (LGBTQIA+) patient care in a novel skills laboratory setting. Methods. Students were provided an LGBTQIA+ lecture containing pronouns, common terminology, health disparities, health screenings, and gender-affirming hormone therapy. During laboratory sessions, students engaged in a learning level-specific activity to apply lecture topics. Students completed a pre-and post-survey assessing their knowledge, confidence, and activity experience. Results. All students (n=348) completed pre-and post-surveys, with a response rate for both of 79%. Overall increase in knowledge scores was statistically significant, with improvement in four out of six questions among each cohort. Students' understanding of the role of the pharmacist and confidence in caring for LGBTQIA+ patients showed a statistically significant increase, as did their comfort with using appropriate terminology. Most students (92%) agreed or strongly agreed that learning about the care of LGBTQIA+ patients was a positive experience, while 74% agreed additional education on LGBTQIA+ patients is still needed within their pharmacy curriculum. Conclusion.From this brief exposure within a skills laboratory course, students' knowledge and confidence in caring for LGBTQIA+ patients improved, however, students agreed that more exposure is necessary. Future studies will follow students as they progress through the curriculum to determine the impact of exposure across all three didactic years.