Twelve tips for LGBT+-inclusive undergraduate and postgraduate medical education

Abstract

Sexual and gender minority (LGBT+) populations continue to experience worse health outcomes and reduced healthcare access compared to their cisgender, heterosexual counterparts, perpetuated by a lack of sufficient LGBT+-specific healthcare education within medical schools. Developing educational material that encourages self-reflective, proactive, and affirmative practice has been identified as a mechanism for increasing the quality of doctor-patient relationships and breaking down barriers in healthcare access for LGBT + communities. In this article, we provide twelve tips for those designing and delivering undergraduate and postgraduate medical curricula. We summarise evidence-based approaches to inclusive care, key overarching concepts that curricula should include and common issues to be avoided. We hope these tips provide a standard against which existing curricula and teaching practices can be appraised and form the basis of future educational material.

Keywords:

• Assessment
• general
• curriculum
• community-oriented
• curriculum
• planning
• discipline
• general
• learning outcomes
• health promotion

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.

Notes on contributors

Luke Muschialli

Luke Muschialli is associated with University of Cambridge, Cambridge, United Kingdom and UCL Medical School, UCL, London, United Kingdom.

Santino Coduri-Fulford

Santino Coduri-Fulford is associated with University Hospitals Sussex NHS Foundation Trust, Brighton and Hove, United Kingdom.

Zoë Garbett

Zoë Garbett is associated with North Central London Integrated Care Board, London, United Kingdom.

Dean J Connolly

Dean J. Connolly is associated with Faculty of Public Health and Policy, London School of Hygiene and Tropical Medicine, London, United Kingdom.