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LGBT Health. 2017 Aug;4(4):295-303. doi: 10.1089/lgbt.2016.0209. Epub 2017 Jul 19.

Inclusion of Lesbian, Gay, Bisexual, Transgender, Queer, and Intersex Health in Australian and New Zealand Medical Education.

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1 Australian Medical Students' Association , Sydney, Australia .
2 Melbourne Medical School, University of Melbourne , Melbourne, Australia .
3 School of Education, University of Newcastle , Callaghan, Australia .
4 School of Medicine and Health Institute for the Development of Education and Scholarship, Griffith University , Gold Coast, Australia .
5 School of Medicine and Public Health, University of Newcastle , Callaghan, Australia .



This study aims at establishing the scope of lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI) health in Australian and New Zealand medical curricula.


We sent medical school curriculum administrators an online cross-sectional survey.


The response rate was 15 medical schools (71%): 14 Australian schools and 1 New Zealand school. Respondents included program directors (n = 5; 33%), course coordinators (n = 4; 27%), Heads of School (n = 2; 13%), one Dean (7%), and three others (20%). Most schools (n = 9; 60%) reported 0-5 hours dedicated to teaching LGBTQI content during the required pre-clinical phase; nine schools (60%) reported access to a clinical rotation site where LGBTQI patient care is common. In most schools (n = 9; 60%), LGBTQI-specific content is interspersed throughout the curriculum, but five schools (33%) have dedicated modules. The most commonly used teaching modalities include lectures (n = 12; 80%) and small-group sessions (n = 9; 60%). LGBTQI content covered in curricula is varied, with the most common topics being how to obtain information about same-sex sexual activity (80%) and the difference between sexual behavior and identity (67%). Teaching about gender and gender identity is more varied across schools, with seven respondents (47%) unsure about what is taught. Eight respondents (53%) described the coverage of LGBTQI content at their institution as "fair," two (13%) as "good," and two (13%) as "poor," with one respondent (7%) describing the coverage as "very poor." None of the respondents described the coverage as "very good."


Currently, medical schools include limited content on LGBTQI health, most of which focuses on sexuality. There is a need for further inclusion of curriculum related to transgender, gender diverse, and intersex people.


LGBT health; curriculum; medical education; medical students; medicine

[Indexed for MEDLINE]

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