Enhancing Medical Student Competency in LGBTQIA+ Health Care through Focused Education on Social Determinants of Health
Year: 2025
Type: article
Abstract: INTRODUCTION: Despite the growing size of the lesbian, gay, bisexual, transgender, queer or questioning, intersex, asexual, and more (LGBTQIA+) community in the United States, medical education on LGBTQIA+ health remains inadequate. Medical students frequently report insufficient training in LGBTQIA+-specific health topics. This study evaluated the impact of seminars on social determinants of health (SDOH) and LGBTQIA+ health care on third-year medical students’ understanding of SDOH-related challenges faced by LGBTQIA+ patients. METHODS: A convenience sample of 116 third-year medical students participated in a three-part seminar during their Obstetrics and Gynecology clerkship. The seminars covered the effects of SDOH on LGBTQIA+ health, hormonal and fertility treatments for transgender patients, and small-group case discussions on challenges LGBTQIA+ patients encounter. A pre/post-survey measured changes in students’ knowledge across five learning objectives related to LGBTQIA+ patient care. Students also were asked to provide qualitative feedback on the whole seminar. Quantitative data were analyzed using paired samples t-tests, and open-ended responses were evaluated using the immersion-crystallization approach. RESULTS: The survey achieved a 97% response rate. Student knowledge on SDOH impacts for LGBTQIA+ patient care significantly improved across all five objectives. On a 10-point Likert scale, mean knowledge scores increased by 1.5 to 3.4 points post-seminar. Open-ended responses emphasized the seminars’ relevance and importance while highlighting a desire for more interactivity and additional resources. CONCLUSIONS: These findings highlight the value of incorporating educational sessions on LGBTQIA+ health disparities into medical curricula. Such experiences effectively enhance students’ knowledge. Future iterations could improve interactivity, expand available resources, and assess long-term knowledge retention.
Source: Europe PMC (PubMed Central)
Authors: Rounsley, Hailey, Trofimoff, Anna, Ziegler, Maggie, Carlson, Anna, Tran, Nola, McGreevy, Madeline, Rojas-Addari, Alishka, Wernimont, Connor, Tatpati, Laura L., Ofei-Dodoo, Samuel
Language: English
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W6962514924
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