Evaluating Curricular Impact on LGBTQ+ Health Competency: A Longitudinal Survey of Medical Students

Introduction Lesbian, gay, bisexual, transgender, queer, and/or other sexual or gender minorities (LGBTQ+) populations experience disparities in healthcare access and outcomes due to discrimination and bias at individual, institutional, and societal levels. Although curricular interventions in medical education have shown promise, gaps remain in training, emphasizing a need for improved educational approaches to better prepare future clinicians. This study assesses the efficacy of two mandatory pre-clerkship sessions on increasing medical student awareness and shifting attitudes toward LGBTQ+ care. Materials and methods This study followed a single cohort of MD students at the University of Arizona College of Medicine - Tucson. Anonymous surveys containing 16 statements relating to sexual orientation and gender identity were administered at baseline, after a sexual orientation-focused (lesbian, gay, and bisexual (LGB)) session, and after a gender identity-focused (transgender and gender non-binary (TGNB)) session. Likert scale responses were collected to measure agreement and compare pre- and post-session results. Results The baseline, post-LGB session, and post-TGNB session surveys received 110, 89, and 56 responses, respectively. Across all 16 statements, both the percentage of students reporting agreement and the mean Likert scores increased after intervention, signifying improvement in self-reported awareness and attitudes toward LGBTQ+ care. At baseline, a particular area of weakness was student confidence in asking non-stigmatizing questions, with only 66% reporting comfort with discussing sexual orientation and 52% with discussing gender identity. Additionally, students reported lower awareness of issues pertaining to gender identity compared to sexual orientation. However, based on post-session results, curricular interventions effectively addressed these weaknesses. Conclusion These findings suggest that targeted educational sessions can positively shift medical students’ knowledge and sentiments toward LGBTQ+ care. Although this study was conducted within a single MD program, these results support the implementation of similar curricular interventions into other health professions training programs. By addressing gaps in confidence and knowledge regarding sexual orientation and gender identity, such efforts may arm future clinicians with the skills necessary to provide inclusive, affirming care.