PT  - JOURNAL ARTICLE
AU  - Sequeira, Gina M.
AU  - Chakraborti, Chayan
AU  - Panunti, Brandy A.
TI  - Integrating Lesbian, Gay, Bisexual, and Transgender (LGBT) Content Into Undergraduate Medical School Curricula: A Qualitative Study
DP  - 2012 Dec 21
TA  - Ochsner Journal
PG  - 379--382
VI  - 12
IP  - 4
4099  - http://www.ochsnerjournal.org/content/12/4/379.short
4100  - http://www.ochsnerjournal.org/content/12/4/379.full
SO  - Ochsner J2012 Dec 21; 12
AB  - Background The lesbian, gay, bisexual, and transgender (LGBT) community is a diverse, underserved, and often stigmatized group that faces many barriers to accessing quality healthcare. Not only are few practicing physicians knowledgeable about and sensitive to the needs of LGBT patients, but medical school curricula include limited LGBT-related content. Our goals were to use LGBT-related educational sessions to gauge undergraduate medical students' interest and their perceptions of relevance and to eventually incorporate this topic into the curriculum.Methods We provided 4 educational sessions to preclinical medical students at the Tulane University School of Medicine: 3 optional, 1-hour didactic sessions and 1 standardized patient encounter. Following sessions 1-3, students completed electronic feedback forms; we then analyzed their responses thematically.Results The thematic analysis of student responses identified key themes: a current lack of exposure to LGBT content, agreement that LGBT material is applicable to students' work as future physicians, and the relevance of including such information in the medical school curriculum.Conclusion The study validated the underlying assumption that LGBT educational sessions are meaningful to and valued by medical students.