Twelve tips for LGBT+-inclusive undergraduate and postgraduate medical education.
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| Title: | Twelve tips for LGBT+-inclusive undergraduate and postgraduate medical education. |
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| Authors: | Muschialli, Luke1,2 lgm35@cam.ac.uk, Coduri-Fulford, Santino3, Garbett, Zoë4, Connolly, Dean J5 |
| Source: | Medical Teacher. Jan2025, Vol. 47 Issue 1, p43-49. 7p. |
| Subject Terms: | *Health services accessibility, *Medical education, *Communities, *Curriculum planning, Professional practice, LGBTQ+ people, Cisgender people, Physician-patient relations, Sexual minorities, Evidence-based medicine |
| Abstract: | Sexual and gender minority (LGBT+) populations continue to experience worse health outcomes and reduced healthcare access compared to their cisgender, heterosexual counterparts, perpetuated by a lack of sufficient LGBT+-specific healthcare education within medical schools. Developing educational material that encourages self-reflective, proactive, and affirmative practice has been identified as a mechanism for increasing the quality of doctor-patient relationships and breaking down barriers in healthcare access for LGBT + communities. In this article, we provide twelve tips for those designing and delivering undergraduate and postgraduate medical curricula. We summarise evidence-based approaches to inclusive care, key overarching concepts that curricula should include and common issues to be avoided. We hope these tips provide a standard against which existing curricula and teaching practices can be appraised and form the basis of future educational material. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Sexual and gender minority (LGBT+) populations continue to experience worse health outcomes and reduced healthcare access compared to their cisgender, heterosexual counterparts, perpetuated by a lack of sufficient LGBT+-specific healthcare education within medical schools. Developing educational material that encourages self-reflective, proactive, and affirmative practice has been identified as a mechanism for increasing the quality of doctor-patient relationships and breaking down barriers in healthcare access for LGBT + communities. In this article, we provide twelve tips for those designing and delivering undergraduate and postgraduate medical curricula. We summarise evidence-based approaches to inclusive care, key overarching concepts that curricula should include and common issues to be avoided. We hope these tips provide a standard against which existing curricula and teaching practices can be appraised and form the basis of future educational material. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 0142159X |
| DOI: | 10.1080/0142159X.2024.2344617 |
