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Sexual and gender minority content in undergraduate medical education in the United States and Canada: current state and changes since 2011.

Sexual and gender minority content in undergraduate medical education in the United States and Canada: current state and changes since 2011. BMC medical education Streed, C. G., Michals, A., Quinn, E., Davis, J. A., Blume, K., Dalke, K. B., Fetterman, D., Garcia, G., Goldsmith, E., Greene, R. E., Halem, J., Hedian, H. F., Moring, I., Navarra, M., Potter, J., Siegel, J., White, W., Lunn, M. R., Obedin-Maliver, J. 2024; 24 (1): 482

Abstract

To characterize current lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI?+) health-related undergraduate medical education (UME) curricular content and associated changes since a 2011 study and to determine the frequency and extent of institutional instruction in 17 LGBTQI?+?health-related topics, strategies for increasing LGBTQI?+?health-related content, and faculty development opportunities.Deans of medical education (or equivalent) at 214 allopathic or osteopathic medical schools in Canada and the United States were invited to complete a 36-question, Web-based questionnaire between June 2021 and September 2022. The main outcome measured was reported hours of LGBTQI?+?health-related curricular content.Of 214 schools, 100 (46.7%) responded, of which 85 (85.0%) fully completed the questionnaire. Compared to 5 median hours dedicated to LGBTQI?+?health-related in a 2011 study, the 2022 median reported time was 11 h (interquartile range [IQR], 6-16 h, p?

View details for DOI 10.1186/s12909-024-05469-0

View details for PubMedID 38693525