The LGBTQI health forum: an innovative interprofessional initiative to support curriculum reform

Figures & data

Figure 1. LGBTQI Health Forum goals and infrastructure. This Figure represents only the general structure of the annual Forum and a sample of content, it does not fully characterize any one particular Forum from a given academic year.

Figure 2. Example LGBTQI Health Forum one-day schedule. The exact Forum schedule varies from year to year, as do specific session objectives and student assessments.

Table 1. Participant demographics, 2015–2016 (n = 273).

Demographic	Classification	% (n)
Race^a	Alaskan native	1 (3)
	Hawaiian/other Pacific Islander	1 (2)
	White	47 (127)
	Asian	38 (105)
	Black	4 (11)
	Caribbean	0 (1)
	Other	13 (35)
Hispanic, of any race		14 (37)
Previously attended forum		27 (74)
UCSF school affiliation^a	Medicine	14 (39)
	Dentistry	9 (25)
	Pharmacy	47 (127)
	Nursing	13 (36)
	Physical therapy	4 (11)
	Grad	0 (1)
	Other	1 (2)
	Missing	12 (32)
Gender identity (regardless of transgender status)^a	Male	31 (84)
	Female	66 (179)
	Transgender, female-to-male	0 (1)
	Transgender, male-to-female	1 (2)
	Genderqueer	3 (9)
	Other	2 (5)
Sex assigned at birth	Female	68 (185)
	Male	32 (88)
Transgender, any gender identity^b		5 (14)
Sexual orientation	Bisexual	7 (20)
	Gay	16 (44)
	Lesbian	5 (14)
	Heterosexual	56 (153)
	Asexual	0 (1)
	Pansexual	1 (4)
	Queer	8 (21)
	Fluid	1 (3)
	Questioning	2 (5)
	Other	3 (8)

^a Participants are able to select multiple options.

^b The ‘two-step’ method was utilized for the collection of gender identity information (as opposed to a single question, as many transgender individuals will identify as both female or male and transgender). This practice collects both gender identity and sex assigned at birth. Transgender participants are identified as those whose birth-assigned sex and gender identity differ (e.g., male gender identity and female sex assigned at birth).

Table 2. Changes in student perspective, beliefs, and confidence related to LGBTQI health topics, pre- and post-forum, aggregated over two years.

	Pre-Forum (mean ± SD, n = 140)	Post-Forum (mean ± SD, n = 192)	Effect size: Cohen’s d
Perspective
I believe there is adequate LGBTQI-related content in my school’s core curriculum (excluding this Forum).	2.98 ± 1.33	–	–
Belief
I feel comfortable interacting with LGBTQI people.	5.26 ± 0.94	5.41 ± 0.67	0.19
I feel comfortable interacting with LGBTQI patients.*	4.81 ± 0.99	5.11 ± 0.75	0.34
I feel unprepared to provide healthcare for LGBTQI patients.*	3.39 ± 1.12	2.89 ± 1.15	0.44
Confidence
I know where to access information regarding LGBTQI health issues.*	3.44 ± 1.32	4.51 ± 1.03	0.90
I can list three unique healthcare needs of LGBTQI patients.*	3.94 ± 1.50	5.13 ± 0.84	0.98
I am confident that I can conduct an accurate sexual history from LGBTQI patients.*	3.26 ± 1.41	4.54 ± 0.89	1.09
When conducting a medical history, I know questions that are uniquely relevant to LGBTQI patients.*	3.22 ± 1.42	4.67 ± 0.81	1.25

* p < 0.01 (two-tailed t-test); SD = standard deviation.