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LGBTQ+ Health Content in US Residency Curricula: A Scoping Review.

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Graduate medical education is increasing LGBTQ+ health teaching, but significant gaps persist in transgender health and clinical exposure. Further research is needed to improve LGBTQ+ (lesbian, gay, bisexual, transgender, queer, and others) health curricula.

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Area of Science:

  • Medical Education Research
  • Public Health
  • Health Disparities

Background:

  • Clinician training significantly impacts care for sexual and gender minority (LGBTQ+) patients.
  • Understanding LGBTQ+ health education in graduate medical programs is limited.

Purpose of the Study:

  • To map the current status of LGBTQ+ health education across various medical specialties in US graduate medical education.
  • To identify the scope, amount, and methods of LGBTQ+ health teaching in residency programs.

Main Methods:

  • A scoping review of six databases was conducted in February 2024.
  • Data on didactic and clinical teaching, and educational interventions were extracted and synthesized.
  • Fifty-two articles meeting inclusion criteria were analyzed.

Main Results:

  • Specialty coverage of LGBTQ+ health teaching expanded from 4 to 12 in the last decade.
  • Curricular content and hours varied widely, with notable gaps in transgender health and clinical experience.
  • Program director attitudes, faculty diversity, and region influenced curriculum inclusion.

Conclusions:

  • While LGBTQ+ health education is growing in graduate medical education, substantial deficiencies exist.
  • Gaps in content, scope, and delivery methods require addressing across and within medical specialties.
  • Further development of LGBTQ+ health curricula is essential for equitable patient care.