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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.

Author information

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

Abstract

PURPOSE:

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

METHODS:

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

RESULTS:

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."

CONCLUSIONS:

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.

KEYWORDS:

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

PMID:
28723306
DOI:
10.1089/lgbt.2016.0209
[Indexed for MEDLINE]

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