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A National Audit of Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual Inclusive Practice Curriculum
Holly Moss1, Helen Wilcox2, Jeneva L Ohan1,3
1The Kids Research Institute Australia, Perth, Australia.
Purpose:
This study aimed to describe current lesbian, gay, bisexual, transgender, queer, intersex, and asexual people and those with other diverse sexualities or genders (LGBTQIA+) curriculum content in Australian medical programs, as well as methods for development and improvement of inclusive practice content.
Methods:
The study utilized a cross-sectional, mixed-methods online survey design of course directors of Australian Medical Council-accredited medical programs (a qualification from these programs leads to general registration as a medical practitioner [doctor] in Australia). In 2024, N = 15 of 22 (68%) eligible programs completed the 21-item survey. Key content within the survey included duration of dedicated content, mode of delivery, coverage of 36 content areas, and identification of strategies for improvement of content. Descriptive statistics were calculated, and open-text responses were reviewed descriptively to contextualize the quantitative findings.
Results:
The number of hours of LGBTQIA+ curriculum content delivered ranged from 3 to 40 (median = 10, interquartile range = 6-10), with most (80%) of programs interspersing content throughout the curriculum, rather than providing dedicated modules. The most frequently taught content areas in compulsory curricula included defining common sexuality and gender terms (93%), using LGBTQIA+ inclusive language (80%), and social/legal gender affirmation (80%). Content regarding the health of people with innate variations of sex characteristics was least commonly taught. Overall, respondents described coverage of LGBTQIA+ content in their programs as fair to good.
Conclusion:
Although LGBTQIA+ curriculum content in Australian medical programs has increased over time, its delivery, duration, and scope remain variable. Inclusion of LGBTQIA+ specific competencies in future competency frameworks will ensure more consistent and effective delivery of inclusive practice training and care.
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