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Educational Strategies to Support LGBTQ+ Trainees in Graduate Medical Education - A Narrative Review
Mauricio Danckers1, Jake Nusynowitz2, Bryan Rubio1
1Department of Medicine, HCA Florida Aventura Hospital, Aventura, FL, USA.
Advances in Medical Education and Practice
|May 22, 2026
Summary
Support for lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ+) trainees in graduate medical education (GME) requires aligned curriculum, mentorship, and institutional practices for optimal learning and well-being.
Area of Science:
- Medical Education Research
- Graduate Medical Education (GME)
- LGBTQ+ Health
Background:
- Support for LGBTQ+ trainees in GME is inconsistent, lacking in curriculum, mentorship, and institutional resources.
- Gaps persist in training depth, clinical relevance, and evaluation, particularly for transgender health.
Purpose of the Study:
- To synthesize recent literature on educational and institutional practices impacting LGBTQ+ trainees in GME.
- To identify key factors influencing trainee learning, belonging, well-being, and professional development.
Main Methods:
- Structured narrative review of PubMed/MEDLINE, ERIC, and MedEdPORTAL (January 2019-March 2026).
- Thematic synthesis of findings into curriculum/competency, mentorship/role modeling, and leadership/institutional support domains.
Main Results:
- LGBTQ+ training varies in quality, with noted deficiencies in transgender health and outcome assessment.
- Affirming mentorship and visible role models enhance trainee disclosure, belonging, and development.
- Institutional climate, including recruitment and leadership, significantly impacts the inclusivity experienced by trainees.
Conclusions:
- Optimal support for LGBTQ+ trainees necessitates alignment across curriculum, mentorship, and institutional practices.
- GME programs should prioritize longitudinal, specialty-specific teaching, faculty development, inclusive recruitment, and visible structural supports.
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