Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You and Your Team.

Learn More →

Lesbian, Gay, Bisexual, and Transgender–Related Content in Undergraduate Medical Education

Lesbian, Gay, Bisexual, and Transgender–Related Content in Undergraduate Medical Education ORIGINAL CONTRIBUTION Lesbian, Gay, Bisexual, and Transgender–Related Content in Undergraduate Medical Education Juno Obedin-Maliver, MD, MPH Context Lesbian, gay, bisexual, and transgender (LGBT) individuals experience health and health care disparities and have specific health care needs. Medical education or- Elizabeth S. Goldsmith, BA ganizations have called for LGBT-sensitive training, but how and to what extent schools Leslie Stewart, MD educate students to deliver comprehensive LGBT patient care is unknown. William White, MA Objectives To characterize LGBT-related medical curricula and associated curricu- Eric Tran, BA lar development practices and to determine deans’ assessments of their institutions’ LGBT-related curricular content. Stephanie Brenman, BS Design, Setting, and Participants Deans of medical education (or equivalent) at Maggie Wells, BS, BA 176 allopathic or osteopathic medical schools in Canada and the United States were David M. Fetterman, PhD surveyed to complete a 13-question, Web-based questionnaire between May 2009 and March 2010. Gabriel Garcia, MD Main Outcome Measure Reported hours of LGBT-related curricular content. Mitchell R. Lunn, MD Results Of 176 schools, 150 (85.2%) responded, and 132 (75.0%) fully completed ESBIAN, GAY, BISEXUAL, AND the questionnaire. The median reported time dedicated to teaching LGBT-related con- transgender (LGBT) individu- tent in the entire curriculum was 5 http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png JAMA American Medical Association

Lesbian, Gay, Bisexual, and Transgender–Related Content in Undergraduate Medical Education

Loading next page...
 
/lp/american-medical-association/lesbian-gay-bisexual-and-transgender-related-content-in-undergraduate-eaTRtCj0bt
Publisher
American Medical Association
Copyright
Copyright 2011 American Medical Association. All Rights Reserved. Applicable FARS/DFARS Restrictions Apply to Government Use.
ISSN
0098-7484
eISSN
1538-3598
DOI
10.1001/jama.2011.1255
pmid
21900137
Publisher site
See Article on Publisher Site

Abstract

ORIGINAL CONTRIBUTION Lesbian, Gay, Bisexual, and Transgender–Related Content in Undergraduate Medical Education Juno Obedin-Maliver, MD, MPH Context Lesbian, gay, bisexual, and transgender (LGBT) individuals experience health and health care disparities and have specific health care needs. Medical education or- Elizabeth S. Goldsmith, BA ganizations have called for LGBT-sensitive training, but how and to what extent schools Leslie Stewart, MD educate students to deliver comprehensive LGBT patient care is unknown. William White, MA Objectives To characterize LGBT-related medical curricula and associated curricu- Eric Tran, BA lar development practices and to determine deans’ assessments of their institutions’ LGBT-related curricular content. Stephanie Brenman, BS Design, Setting, and Participants Deans of medical education (or equivalent) at Maggie Wells, BS, BA 176 allopathic or osteopathic medical schools in Canada and the United States were David M. Fetterman, PhD surveyed to complete a 13-question, Web-based questionnaire between May 2009 and March 2010. Gabriel Garcia, MD Main Outcome Measure Reported hours of LGBT-related curricular content. Mitchell R. Lunn, MD Results Of 176 schools, 150 (85.2%) responded, and 132 (75.0%) fully completed ESBIAN, GAY, BISEXUAL, AND the questionnaire. The median reported time dedicated to teaching LGBT-related con- transgender (LGBT) individu- tent in the entire curriculum was 5

Journal

JAMAAmerican Medical Association

Published: Sep 7, 2011

References