LGBTQIA health in medical education: a national survey of Australian medical students

Lesbian, gay, bisexual, transgender, queer, intersex and asexual (LGBTQIA) individuals experience poorer health outcomes than other individuals. Insufficient LGBTQIA health education of doctors in existing medical curricula contributes to these outcomes. We sought to explore medical students' e...

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Bibliographic Details
Published in:BMC medical education 2024-07, Vol.24 (1), p.733-16, Article 733
Main Authors: Wynn, Sophia Nicolades, Solanki, Pravik, Millington, Jayde, Copeland, Anthony, Lu, Jessie, McNair, Ruth, Sanchez, Asiel Adan
Format: Article
Language:English
Subjects:
Adult
Attitude of Health Personnel
Australia
Cross-Sectional Studies
Curriculum
Curriculum development
Data Analysis
Distance learning
Education, Medical
Education, Medical, Undergraduate
Educational Strategies
Female
Gays & lesbians
Gender
Health aspects
Health disparities
Health education
Humans
LGBTQ people
LGBTQIA
Mainstreaming in education
Male
Medical curriculum
Medical education
Medical personnel
Medical schools
Medical students
Methods
Needs analysis
Normal distribution
Queer
Sexual and Gender Minorities - psychology
Sexual minorities
Sexuality
Social aspects
Student Needs
Students, Medical - psychology
Surveys and Questionnaires
Training
Transgender persons
Variables
Young Adult
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Summary:Lesbian, gay, bisexual, transgender, queer, intersex and asexual (LGBTQIA) individuals experience poorer health outcomes than other individuals. Insufficient LGBTQIA health education of doctors in existing medical curricula contributes to these outcomes. We sought to explore medical students' experiences of content coverage and mode of delivery, as well as their preparedness, attitudes and learning needs regarding LGBTQIA health education in Australia. Using a conceptual framework specific to curricular development, we adapted a previous cross-sectional national survey. This included 28 questions (analysed statistically) and 5 free text responses (analysed deductively using Braun and Clarke's thematic analysis framework). Data was compared between LGBTQIA and non-LGBTQIA respondents, and clinical and preclinical students. There were 913 participants from 21 of 23 medical schools, with most preclinical (55%) and clinical (89%) students reporting no teaching specific to LGBTQIA health. Reported content coverage was highest for sexual history taking (30%), and especially low for transgender and intersex health (
ISSN:1472-6920
1472-6920
DOI:10.1186/s12909-024-05099-6