Rainbows and “Ready for Residency”: Integrating LGBTQ Health Into Medical Education

Abstract

Introduction To provide appropriate and sensitive care for lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) youth, providers must learn specific skills and guidelines. Most medical schools lack formal education on LGBTQ health, particularly for adolescent patients. Methods We developed an Introduction to LGBTQ Health course for fourth-year medical students as part of a monthlong Ready for Residency curriculum in March and April of their graduating year. The course addressed guidelines recommended in the care of LGBTQ individuals utilizing problem-based learning methodology. Through learner-led discussion, students worked in small groups to research case-based scenarios and reported their findings to the larger group, followed by teaching points from a facilitator. The course was evaluated on curricular perception using a 5-point Likert scale and open-ended feedback. Results One hundred forty-six students participated in the curriculum; 103 completed the session evaluation. Mean total scores were 4.6 out of 5 in March and 4.7 out of 5 in April after changes were made based on student feedback, namely, increasing the session from 50 to 80 minutes and decreasing session size from 72 students to 36. Students felt the session was well planned and run, engaging, and relevant; appropriately integrated evidence-based medicine; and taught them what they hoped to learn. Discussion Many medical schools lack curricula dedicated to LGBTQ health care. Implementing this mandatory LGBTQ health course was well received and highly rated by almost all students regardless of anticipated specialty. The session could be easily replicated at medical schools across the country.

The power to help or harm: student perceptions of transgender health education using a qualitative approach

“…While the previous theme captured the influence of the broader healthcare system, the theme, Responsibility to Provide Health Care , was primarily shaped by reflections on the roles of individual healthcare providers to be “educated,” “competent,” “prepared” or “equipped” to care for a transgender patient above all else. This finding aligned with existing studies confirming students’ appreciation for training on transgender health and the use of evidence-based medicine [ 11 , 19 , 31 ]. The importance of being educated on transgender health, crystallized from narratives shared by the transgender community panel, revealed striking gaps in provider competence.…”

Transgender health content in medical education: a theory-guided systematic review of current training practices and implementation barriers & facilitators

“…Low participation rates among certain subgroups (e.g., male and cisgender people) was the most reported barrier related to the audience (Braun et al, 2017 ; Minturn et al, 2021 ; Pathoulas et al, 2021 ). Institutional/contextual barriers included time constraints in the majority of sources and costs associated with consultation, curriculum development, as well as recruiting and fairly compensating transgender simulation patients/guest speakers (Altneu et al, 2020 ; Bi et al, 2020 ; Biro et al, 2021 ; Braun et al, 2017 ; Click et al, 2019 ; Cooper et al, 2018 ; Kidd et al, 2016 ; Marshall et al, 2017 ; Minturn et al, 2021 ; Rosendale & Josephson, 2017 ; Roth et al, 2020 ; Salkind et al, 2019 ; Sawning et al, 2017 ; Stumbar et al, 2021 ; Ufomata et al, 2020 ; Underman et al, 2016 ; Vance et al, 2020 ; Ward-Gaines et al, 2021 ). Kidd and colleagues critiqued the limited effectiveness of ‘one-shot’ educational interventions, on which much of residency education relies, [which] may not necessarily result in sustained improvements” ( 2016 , p. 4).…”

Evidence-based sexual healthcare for the LGBTQIA2+ patient across the lifespan

“…Many health professional programs are beginning to provide supplemental experiences to increase awareness and competency of new graduates in LGBTQIA2+ health. 36 Once in practice, all clinicians and clinic staff should routinely receive training on the care of the LGBTQIA2+ population. 37,38 Th is is especially important for NPs who practice in rural and suburban areas, as there is less access to LGBTQIA2+specifi c clinics in these areas.…”

“…Clinical education . Many health professional programs are beginning to provide supplemental experiences to increase awareness and competency of new graduates in LGBTQIA2+ health 36. Once in practice, all clinicians and clinic staff should routinely receive training on the care of the LGBTQIA2+ population 37,38.…”