Integrating Lesbian, Gay, Bisexual, and Transgender (LGBT) Content Into Undergraduate Medical School Curricula: A Qualitative Study Article

PMID: 23267268 Web of Science: 000420253900020

Cited authors

  • Sequeira, Gina M.; Chakraborti, Chayan; Panunti, Brandy A.


  • Background: The lesbian, gay, bisexual, and transgender (LGBT) community is a diverse, underserved, and often stigmatized group that faces many barriers to accessing quality healthcare. Not only are few practicing physicians knowledgeable about and sensitive to the needs of LGBT patients, but medical school curricula include limited LGBT-related content. Our goals were to use LGBT-related educational sessions to gauge undergraduate medical students' interest and their perceptions of relevance and to eventually incorporate this topic into the curriculum.; Methods: We provided 4 educational sessions to preclinical medical students at the Tulane University School of Medicine: 3 optional, 1-hour didactic sessions and 1 standardized patient encounter. Following sessions 1-3, students completed electronic feedback forms; we then analyzed their responses thematically.; Results: The thematic analysis of student responses identified key themes: a current lack of exposure to LGBT content, agreement that LGBT material is applicable to students' work as future physicians, and the relevance of including such information in the medical school curriculum.; Conclusion: The study validated the underlying assumption that LGBT educational sessions are meaningful to and valued by medical students.

Publication date

  • 2012

Published in

International Standard Serial Number (ISSN)

  • 1524-5012

Start page

  • 379

End page

  • 382


  • 12


  • 4