Muschialli, Luke; Coduri-Fulford, Santino; Garbett, Zoe; Connolly, Dean J; (2024) Twelve tips for LGBT plus -inclusive undergraduate and postgraduate medical education. Medical Teacher 10.1080/0142159X.2024.2344617. (In press).

Text Muschialli_Twelve Tips Manuscirpt Revised Submission V3.pdf Access restricted to UCL open access staff until 24 April 2025. Download (334kB)

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.

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