Identifying potential LGBTQIA⁺ competencies for genetic counseling student training

Area of Science:

• Genetic Counseling Education
• Health Equity
• LGBTQIA+ Health

Background:

• The LGBTQIA+ community experiences significant health disparities.
• Inclusive healthcare requires specialized training for providers.
• Current genetic counseling graduate programs lack standardized LGBTQIA+ competencies.

Purpose of the Study:

• To explore current LGBTQIA+ topics in North American genetic counseling graduate programs.
• To identify learning objectives and essential competencies for genetic counseling students regarding the LGBTQIA+ community.
• To inform the development of inclusive curricula in genetic counseling.

Main Methods:

• Qualitative focus group study with program leaders and faculty from ACGC-accredited genetic counseling programs.
• Semi-structured interviews analyzed using reflexive thematic analysis.
• Involved 13 participants representing 12 genetic counseling programs across the US and Canada.

Main Results:

• Six overarching learning objectives and 24 subobjectives were identified for LGBTQIA+ inclusive genetic counseling.
• Key themes included understanding the LGBTQIA+ community, respectful patient interaction, mitigating social determinants of health, and addressing personal biases.
• Diverse teaching methods were employed, such as lectures, simulations, and reflective activities.

Conclusions:

• The identified learning objectives provide a framework for genetic counseling programs to develop or enhance LGBTQIA+ curricula.
• Competency-based education can improve genetic counseling students' ability to provide inclusive care to the LGBTQIA+ community.
• Standardized competencies are crucial for addressing health disparities faced by the LGBTQIA+ population in genetic counseling settings.