Classroom Instruction: Medical Students' Attitudes Toward LGBTQI+ Patients

The Association of American Medical Colleges declared it essential that medical students receive instruction on the health needs of lesbian, gay, bisexual, transgender, questioning, and intersex (LGBTQI + ) individuals. The integration of LGBTQI + health and instruction in medical curricula, however...

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Bibliographic Details
Published in:Journal of homosexuality 2022-09, Vol.69 (11), p.1801-1818
Main Authors: Sanchez, Kyle, Abrams, Matthew P., Khallouq, Bertha Ben, Topping, Daniel
Format: Article
Language:English
Subjects:
Bisexuality
Civil rights
Classrooms
College students
Curricula
Health
Health needs
Intersexuality
Lesbianism
LGBTQ health
LGBTQ medical curricula
lgbtq medical education
LGBTQ people
Medical education
Medical students
Medicine
Patients
Response rates
Sexual orientation
Sexuality
Student attitudes
Teachers
Teaching
Transgender persons
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Summary:The Association of American Medical Colleges declared it essential that medical students receive instruction on the health needs of lesbian, gay, bisexual, transgender, questioning, and intersex (LGBTQI + ) individuals. The integration of LGBTQI + health and instruction in medical curricula, however, is scant. A pre-post confidential survey study was completed by first-year medical students (N = 103; 85% response rate) in the context of classroom instruction. The California State University Northbridge instrument assessed students' perspectives on LGBTQI + Patient-Care, Comfort with LGBTQI + Patient Interactions, Gender and Sexuality, Civil Rights, and LGBTQI + Education. Post-instruction, students reported a significant increase in understanding of bisexuality (p = .02), being transgender (p = .006), and LGBTQI + couples' adoption rights (p = .003). The findings support the incorporation of LGBTQI + instruction into medical curricula and suggest that educators may consider consulting pre-intervention data before teaching LGBTQI + health content, which would allow material to be tailored toward learner-specific needs.
ISSN:0091-8369
1540-3602
DOI:10.1080/00918369.2021.1933782