ABSTRACT

The Association of American Medical Colleges declared it essential that medical students receive instruction on the health needs of lesbian, gay, bisexual, transgender, questioning, and intersex (LGBTQI⁺) individuals. The integration of LGBTQI⁺ health and instruction in medical curricula, however, is scant. A pre-post confidential survey study was completed by first-year medical students (N = 103; 85% response rate) in the context of classroom instruction. The California State University Northbridge instrument assessed students’ perspectives on LGBTQI⁺ Patient-Care, Comfort with LGBTQI⁺ Patient Interactions, Gender and Sexuality, Civil Rights, and LGBTQI⁺ Education. Post-instruction, students reported a significant increase in understanding of bisexuality (p = .02), being transgender (p = .006), and LGBTQI⁺ couples’ adoption rights (p = .003). The findings support the incorporation of LGBTQI⁺ instruction into medical curricula and suggest that educators may consider consulting pre-intervention data before teaching LGBTQI⁺ health content, which would allow material to be tailored toward learner-specific needs.

摘要

美国医学院协会宣布，医学生必须接受有关女同性恋、男同性恋、双性恋、跨性别、质疑和双性 (LGBTQI ⁺ ) 个人的健康需求的指导。然而，在医学课程中整合 LGBTQI ⁺健康和教学的内容很少。一年级医学生（N = 103；答复率 85%）在课堂教学中完成了一项事后保密调查研究。加州州立大学北桥分校工具评估了学生对 LGBTQI ⁺患者护理、对 LGBTQI ⁺患者互动的舒适度、性别和性、公民权利和 LGBTQI ^+的看法教育。教学后，学生报告对双性恋 ( p = .02)、跨性别 ( p = .006) 和 LGBTQI ⁺夫妇的收养权 ( p = .003) 的理解显着增加。研究结果支持将 LGBTQI ⁺教学纳入医学课程，并建议教育工作者可以考虑在教授 LGBTQI ⁺健康内容之前咨询干预前数据，这样可以根据学习者的特定需求量身定制材料。