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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.
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]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Twelve tips for LGBT+-inclusive undergraduate and postgraduate medical education.
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  Data: <searchLink fieldCode="AR" term="%22Muschialli%2C+Luke%22">Muschialli, Luke</searchLink><relatesTo>1,2</relatesTo><i> lgm35@cam.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Coduri-Fulford%2C+Santino%22">Coduri-Fulford, Santino</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Garbett%2C+Zoë%22">Garbett, Zoë</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22Connolly%2C+Dean+J%22">Connolly, Dean J</searchLink><relatesTo>5</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Jan2025, Vol. 47 Issue 1, p43-49. 7p.
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  Data: *<searchLink fieldCode="DE" term="%22Health+services+accessibility%22">Health services accessibility</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+education%22">Medical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Communities%22">Communities</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+practice%22">Professional practice</searchLink><br /><searchLink fieldCode="DE" term="%22LGBTQ%2B+people%22">LGBTQ+ people</searchLink><br /><searchLink fieldCode="DE" term="%22Cisgender+people%22">Cisgender people</searchLink><br /><searchLink fieldCode="DE" term="%22Physician-patient+relations%22">Physician-patient relations</searchLink><br /><searchLink fieldCode="DE" term="%22Sexual+minorities%22">Sexual minorities</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence-based+medicine%22">Evidence-based medicine</searchLink>
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  Data: 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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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/0142159X.2024.2344617
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      – Code: eng
        Text: English
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        StartPage: 43
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      – SubjectFull: Health services accessibility
        Type: general
      – SubjectFull: Medical education
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      – SubjectFull: Communities
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      – SubjectFull: Curriculum planning
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      – SubjectFull: Professional practice
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      – SubjectFull: LGBTQ+ people
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      – SubjectFull: Cisgender people
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      – SubjectFull: Physician-patient relations
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      – SubjectFull: Sexual minorities
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      – SubjectFull: Evidence-based medicine
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      – TitleFull: Twelve tips for LGBT+-inclusive undergraduate and postgraduate medical education.
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              Text: Jan2025
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