Building gender and sexual diversity into case-based learning

On a background of insufficient inclusion and calls for change, medical schools across Australia and Aotearoa New Zealand must work to build LGBTQIA+ health into their curricula. Due to the unique strengths of case-based learning (CBL)—including learning in the context of LGBTQIA+ individuals, providing a safe space to practice skills in inclusive care and reflect on biases and allowing for a focus on the structural and social determinants of health—we propose that CBL is an effective starting point for medical schools looking to maximise growth in students’ knowledge, skills and attitudes. We also discuss current LGBTQIA+ inclusion, strategies to integrate LGBTQIA+ health into the curriculum and CBL and the effects of such curricular interventions.