학술논문
Sexual and gender minority content in undergraduate medical education in the United States and Canada: current state and changes since 2011
Document Type
article
Author
Carl G. Streed; Amy Michals; Emily Quinn; John A. Davis; Kylie Blume; Katharine B. Dalke; David Fetterman; Gabriel Garcia; Elizabeth Goldsmith; Richard E. Greene; Jessica Halem; Helene F. Hedian; Isabel Moring; May Navarra; Jennifer Potter; Jennifer Siegel; William White; Mitchell R. Lunn; Juno Obedin-Maliver
Source
BMC Medical Education, Vol 24, Iss 1, Pp 1-12 (2024)
Subject
Language
English
ISSN
1472-6920
Abstract
Abstract Purpose 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. Method 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. Results 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