LGBTQ+ health education for medical students in the United States: a narrative literature review
ABSTRACTIntroduction People who identify as lesbian, gay, bisexual, transgender, queer/questioning, intersex, and other sexual/gender minorities (LGBTQ+) may experience discrimination when seeking healthcare. Medical students should be trained in inclusive and affirming care for LGBTQ+ patients. Thi...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2024-12-01
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| Series: | Medical Education Online |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/10872981.2024.2312716 |
| _version_ | 1797305398848389120 |
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| author | Tess I. Jewell Elizabeth M. Petty |
| author_facet | Tess I. Jewell Elizabeth M. Petty |
| author_sort | Tess I. Jewell |
| collection | DOAJ |
| description | ABSTRACTIntroduction People who identify as lesbian, gay, bisexual, transgender, queer/questioning, intersex, and other sexual/gender minorities (LGBTQ+) may experience discrimination when seeking healthcare. Medical students should be trained in inclusive and affirming care for LGBTQ+ patients. This narrative literature review explores the landscape of interventions and evaluations related to LGBTQ+ health content taught in medical schools in the USA and suggests strategies for further curriculum development.Methods PubMed, ERIC, and Education Research Complete databases were systematically searched for peer-reviewed articles on LGBTQ+ health in medical student education in the USA published between 1 January 2011–6 February 2023. Articles were screened for eligibility and data was abstracted from all eligible articles. Data abstraction included the type of intervention or evaluation, sample population and size, and key outcomes.Results One hundred thirty-four articles met inclusion criteria and were reviewed. This includes 6 (4.5%) that evaluate existing curriculum, 77 (57.5%) study the impact of curriculum components and interventions, 36 (26.9%) evaluate student knowledge and learning experiences, and 15 (11.2%) describe the development of broad learning objectives and curriculum. Eight studies identified student knowledge gaps related to gender identity and affirming care and these topics were covered in 34 curriculum interventions.Conclusion Medical student education is important to address health disparities faced by the LGBTQ+ community, and has been an increasingly studied topic in the USA. A variety of curriculum interventions at single institutions show promise in enhancing student knowledge and training in LGBTQ+ health. Despite this, multiple studies indicate that students report inadequate education on certain topics with limitations in their knowledge and preparedness to care for LGBTQ+ patients, particularly transgender and gender diverse patients. Additional integration of LGBTQ+ curriculum content in areas of perceived deficits could help better prepare future physicians to care for LGBTQ+ patients and populations. |
| first_indexed | 2024-03-08T00:26:17Z |
| format | Article |
| id | doaj.art-ef07d7075d964cb5a00e5665f814b344 |
| institution | Directory Open Access Journal |
| issn | 1087-2981 |
| language | English |
| last_indexed | 2024-03-08T00:26:17Z |
| publishDate | 2024-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Medical Education Online |
| spelling | doaj.art-ef07d7075d964cb5a00e5665f814b3442024-02-15T19:13:05ZengTaylor & Francis GroupMedical Education Online1087-29812024-12-0129110.1080/10872981.2024.2312716LGBTQ+ health education for medical students in the United States: a narrative literature reviewTess I. Jewell0Elizabeth M. Petty1University of Wisconsin School of Medicine and Public Health, Madison, Wisconsin, USADepartment of Pediatrics, University of Wisconsin School of Medicine and Public Health, Madison, Wisconsin, USAABSTRACTIntroduction People who identify as lesbian, gay, bisexual, transgender, queer/questioning, intersex, and other sexual/gender minorities (LGBTQ+) may experience discrimination when seeking healthcare. Medical students should be trained in inclusive and affirming care for LGBTQ+ patients. This narrative literature review explores the landscape of interventions and evaluations related to LGBTQ+ health content taught in medical schools in the USA and suggests strategies for further curriculum development.Methods PubMed, ERIC, and Education Research Complete databases were systematically searched for peer-reviewed articles on LGBTQ+ health in medical student education in the USA published between 1 January 2011–6 February 2023. Articles were screened for eligibility and data was abstracted from all eligible articles. Data abstraction included the type of intervention or evaluation, sample population and size, and key outcomes.Results One hundred thirty-four articles met inclusion criteria and were reviewed. This includes 6 (4.5%) that evaluate existing curriculum, 77 (57.5%) study the impact of curriculum components and interventions, 36 (26.9%) evaluate student knowledge and learning experiences, and 15 (11.2%) describe the development of broad learning objectives and curriculum. Eight studies identified student knowledge gaps related to gender identity and affirming care and these topics were covered in 34 curriculum interventions.Conclusion Medical student education is important to address health disparities faced by the LGBTQ+ community, and has been an increasingly studied topic in the USA. A variety of curriculum interventions at single institutions show promise in enhancing student knowledge and training in LGBTQ+ health. Despite this, multiple studies indicate that students report inadequate education on certain topics with limitations in their knowledge and preparedness to care for LGBTQ+ patients, particularly transgender and gender diverse patients. Additional integration of LGBTQ+ curriculum content in areas of perceived deficits could help better prepare future physicians to care for LGBTQ+ patients and populations.https://www.tandfonline.com/doi/10.1080/10872981.2024.2312716Medical studentLGBTQ+sexual and gender minoritiescurriculummedical educationLGBT health |
| spellingShingle | Tess I. Jewell Elizabeth M. Petty LGBTQ+ health education for medical students in the United States: a narrative literature review Medical Education Online Medical student LGBTQ+ sexual and gender minorities curriculum medical education LGBT health |
| title | LGBTQ+ health education for medical students in the United States: a narrative literature review |
| title_full | LGBTQ+ health education for medical students in the United States: a narrative literature review |
| title_fullStr | LGBTQ+ health education for medical students in the United States: a narrative literature review |
| title_full_unstemmed | LGBTQ+ health education for medical students in the United States: a narrative literature review |
| title_short | LGBTQ+ health education for medical students in the United States: a narrative literature review |
| title_sort | lgbtq health education for medical students in the united states a narrative literature review |
| topic | Medical student LGBTQ+ sexual and gender minorities curriculum medical education LGBT health |
| url | https://www.tandfonline.com/doi/10.1080/10872981.2024.2312716 |
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