Document Type
Abstract
Publication Date
2-2021
Academic Year
2020-2021
Abstract
Purpose
This study describes the current state of formal lesbian, gay, bisexual, transgender and queer (LGBTQ)-related education at undergraduate medical schools in the Mid-Atlantic region of the United States. A review of literature shows the last time a similar study was conducted was in 2011 by Obedin-Maliver et al and was a survey that included all medical schools of the United States and Canada. Given the changes over time for both the LGBTQ and medical community , it is likely that the state of LGBTQ-related education in undergraduate medical education has changed greatly.
Methods
This was a cross-sectional Internet-based survey, utilizing Qualtrics to deliver the questionnaire. An email with a unique link to the survey was sent to the designated Dean of Diversity and Inclusion or Dean of Medical Education of all Doctor of Medicine (MD)-granting medical schools and Doctor of Osteopathic Medicine (DO)-granting medical schools in the Mid-Atlantic (Delaware, Maryland, New Jersey, New York, Pennsylvania) region. This questionnaire is derived from the 2011 Obedin-Malliver study and includes 13 questions that evaluate LGBTQ-related undergraduate medical school materials.
Results and Conclusions
Of the 35 schools, 15 (42.9%) responded and 13 (37.1%) completed the survey. The median time dedicated to teaching LGBTQ-related content in the entire curriculum was 8 hours (interquartile range [IQR], 6-13 hours). None of the schools reported zero hours during pre-clinical years, but 6 (46.1%) schools reported 0 hours during the clinical years. Work should be done to improve both pre-clinical and clinical LGBTQ-related content.
Recommended Citation
Pearce, Margaret and Lopez, MD, Bernard, "LGBTQ-Related Material in Undergraduate Medical Education in the Mid-Atlantic Region of the United States" (2021). Phase 1. Paper 6.
https://jdc.jefferson.edu/si_me_2023_phase1/6
Language
English
