Muschialli, Luke;
Coduri-Fulford, Santino;
Garbett, Zoë;
Connolly, Dean J;
(2024)
Twelve tips for LGBT+-inclusive undergraduate and postgraduate medical education.
Medical Teacher
, 47
(1)
pp. 43-49.
10.1080/0142159X.2024.2344617.
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Abstract
Sexual and gender minority (LGBT+) populations continue to experience worse health outcomes and reduced healthcare access compared to their cisgender, heterosexual counterparts, perpetuated by a lack of sufficient LGBT+-specific healthcare education within medical schools. Developing educational material that encourages self-reflective, proactive, and affirmative practice has been identified as a mechanism for increasing the quality of doctor-patient relationships and breaking down barriers in healthcare access for LGBT + communities. In this article, we provide twelve tips for those designing and delivering undergraduate and postgraduate medical curricula. We summarise evidence-based approaches to inclusive care, key overarching concepts that curricula should include and common issues to be avoided. We hope these tips provide a standard against which existing curricula and teaching practices can be appraised and form the basis of future educational material.
| Type: | Article |
|---|---|
| Title: | Twelve tips for LGBT+-inclusive undergraduate and postgraduate medical education |
| Location: | England |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/0142159X.2024.2344617 |
| Publisher version: | http://dx.doi.org/10.1080/0142159x.2024.2344617 |
| Language: | English |
| Additional information: | Copyright © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. |
| Keywords: | Assessment, general, curriculum, community-oriented, planning, discipline, learning outcomes, health promotion |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Population Health Sciences > Institute for Global Health |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10198431 |
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