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Lesbian, gay, bisexual, and transgender-related content in undergraduate medical education.
JAMA. 2011 Sep 07; 306(9):971-7.JAMA

Abstract

CONTEXT

Lesbian, gay, bisexual, and transgender (LGBT) individuals experience health and health care disparities and have specific health care needs. Medical education organizations have called for LGBT-sensitive training, but how and to what extent schools educate students to deliver comprehensive LGBT patient care is unknown.

OBJECTIVES

To characterize LGBT-related medical curricula and associated curricular development practices and to determine deans' assessments of their institutions' LGBT-related curricular content.

DESIGN, SETTING, AND PARTICIPANTS

Deans of medical education (or equivalent) at 176 allopathic or osteopathic medical schools in Canada and the United States were surveyed to complete a 13-question, Web-based questionnaire between May 2009 and March 2010.

MAIN OUTCOME MEASURE

Reported hours of LGBT-related curricular content.

RESULTS

Of 176 schools, 150 (85.2%) responded, and 132 (75.0%) fully completed the questionnaire. The median reported time dedicated to teaching LGBT-related content in the entire curriculum was 5 hours (interquartile range [IQR], 3-8 hours). Of the 132 respondents, 9 (6.8%; 95% CI, 2.5%-11.1%) reported 0 hours taught during preclinical years and 44 (33.3%; 95% CI, 25.3%-41.4%) reported 0 hours during clinical years. Median US allopathic clinical hours were significantly different from US osteopathic clinical hours (2 hours [IQR, 0-4 hours] vs 0 hours [IQR, 0-2 hours]; P = .008). Although 128 of the schools (97.0%; 95% CI, 94.0%-99.9%) taught students to ask patients if they "have sex with men, women, or both" when obtaining a sexual history, the reported teaching frequency of 16 LGBT-specific topic areas in the required curriculum was lower: at least 8 topics at 83 schools (62.9%; 95% CI, 54.6%-71.1%) and all topics at 11 schools (8.3%; 95% CI, 3.6%-13.0%). The institutions' LGBT content was rated as "fair" at 58 schools (43.9%; 95% CI, 35.5%-52.4%). Suggested successful strategies to increase content included curricular material focusing on LGBT-related health and health disparities at 77 schools (58.3%, 95% CI, 49.9%-66.7%) and faculty willing and able to teach LGBT-related curricular content at 67 schools (50.8%, 95% CI, 42.2%-59.3%).

CONCLUSION

The median reported time dedicated to LGBT-related topics in 2009-2010 was small across US and Canadian medical schools, but the quantity, content covered, and perceived quality of instruction varied substantially.

Links

Publisher Full Text (DOI)

Authors+Show Affiliations

Obedin-Maliver J
Lesbian, Gay, Bisexual, and Transgender Medical Education Research Group, Stanford University School of Medicine, Stanford, California, USA.
Goldsmith ES
No affiliation info available
Stewart L
No affiliation info available
White W
No affiliation info available
Tran E
No affiliation info available
Brenman S
No affiliation info available
Wells M
No affiliation info available
Fetterman DM
No affiliation info available
Garcia G
No affiliation info available
Lunn MR
No affiliation info available

MeSH

BisexualityCanadaCurriculumData CollectionEducation, Medical, UndergraduateFemaleHealthcare DisparitiesHomosexualityHumansMaleOsteopathic MedicineSchools, MedicalTranssexualismUnited States

Pub Type(s)

Journal Article
Research Support, Non-U.S. Gov't

Language

eng

PubMed ID

21900137

Citation

Obedin-Maliver, Juno, et al. "Lesbian, Gay, Bisexual, and Transgender-related Content in Undergraduate Medical Education." JAMA, vol. 306, no. 9, 2011, pp. 971-7.
Obedin-Maliver J, Goldsmith ES, Stewart L, et al. Lesbian, gay, bisexual, and transgender-related content in undergraduate medical education. JAMA. 2011;306(9):971-7.
Obedin-Maliver, J., Goldsmith, E. S., Stewart, L., White, W., Tran, E., Brenman, S., Wells, M., Fetterman, D. M., Garcia, G., & Lunn, M. R. (2011). Lesbian, gay, bisexual, and transgender-related content in undergraduate medical education. JAMA, 306(9), 971-7. https://doi.org/10.1001/jama.2011.1255
Obedin-Maliver J, et al. Lesbian, Gay, Bisexual, and Transgender-related Content in Undergraduate Medical Education. JAMA. 2011 Sep 7;306(9):971-7. PubMed PMID: 21900137.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Lesbian, gay, bisexual, and transgender-related content in undergraduate medical education. AU - Obedin-Maliver,Juno, AU - Goldsmith,Elizabeth S, AU - Stewart,Leslie, AU - White,William, AU - Tran,Eric, AU - Brenman,Stephanie, AU - Wells,Maggie, AU - Fetterman,David M, AU - Garcia,Gabriel, AU - Lunn,Mitchell R, PY - 2011/9/9/entrez PY - 2011/9/9/pubmed PY - 2011/9/10/medline SP - 971 EP - 7 JF - JAMA JO - JAMA VL - 306 IS - 9 N2 - CONTEXT: Lesbian, gay, bisexual, and transgender (LGBT) individuals experience health and health care disparities and have specific health care needs. Medical education organizations have called for LGBT-sensitive training, but how and to what extent schools educate students to deliver comprehensive LGBT patient care is unknown. OBJECTIVES: To characterize LGBT-related medical curricula and associated curricular development practices and to determine deans' assessments of their institutions' LGBT-related curricular content. DESIGN, SETTING, AND PARTICIPANTS: Deans of medical education (or equivalent) at 176 allopathic or osteopathic medical schools in Canada and the United States were surveyed to complete a 13-question, Web-based questionnaire between May 2009 and March 2010. MAIN OUTCOME MEASURE: Reported hours of LGBT-related curricular content. RESULTS: Of 176 schools, 150 (85.2%) responded, and 132 (75.0%) fully completed the questionnaire. The median reported time dedicated to teaching LGBT-related content in the entire curriculum was 5 hours (interquartile range [IQR], 3-8 hours). Of the 132 respondents, 9 (6.8%; 95% CI, 2.5%-11.1%) reported 0 hours taught during preclinical years and 44 (33.3%; 95% CI, 25.3%-41.4%) reported 0 hours during clinical years. Median US allopathic clinical hours were significantly different from US osteopathic clinical hours (2 hours [IQR, 0-4 hours] vs 0 hours [IQR, 0-2 hours]; P = .008). Although 128 of the schools (97.0%; 95% CI, 94.0%-99.9%) taught students to ask patients if they "have sex with men, women, or both" when obtaining a sexual history, the reported teaching frequency of 16 LGBT-specific topic areas in the required curriculum was lower: at least 8 topics at 83 schools (62.9%; 95% CI, 54.6%-71.1%) and all topics at 11 schools (8.3%; 95% CI, 3.6%-13.0%). The institutions' LGBT content was rated as "fair" at 58 schools (43.9%; 95% CI, 35.5%-52.4%). Suggested successful strategies to increase content included curricular material focusing on LGBT-related health and health disparities at 77 schools (58.3%, 95% CI, 49.9%-66.7%) and faculty willing and able to teach LGBT-related curricular content at 67 schools (50.8%, 95% CI, 42.2%-59.3%). CONCLUSION: The median reported time dedicated to LGBT-related topics in 2009-2010 was small across US and Canadian medical schools, but the quantity, content covered, and perceived quality of instruction varied substantially. SN - 1538-3598 UR - https://www.unboundmedicine.com/medline/citation/21900137/Lesbian_gay_bisexual_and_transgender_related_content_in_undergraduate_medical_education_ DB - PRIME DP - Unbound Medicine ER -