RT Journal Article
SR Electronic
T1 Integrating Lesbian, Gay, Bisexual, and Transgender (LGBT) Content Into Undergraduate Medical School Curricula: A Qualitative Study
JF Ochsner Journal
JO Ochsner J
FD O. P. Jindal Global University
SP 379
OP 382
VO 12
IS 4
A1 Sequeira, Gina M.
A1 Chakraborti, Chayan
A1 Panunti, Brandy A.
YR 2012
UL http://www.ochsnerjournal.org/content/12/4/379.abstract
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.