A Literature Review on the Influence of LGBT Curriculum on Medical Students’ Attitude Towards LGBT Patients
PDF

Keywords

LGBT
Medical education
Attitude towards LGBT patients
Healthcare

DOI

10.26689/erd.v3i2.3605

Abstract

Background: Since 2014, the American Academy of Family Physicians has proposed that medical residents should gain more understanding about LGBT so that LGBT (lesbian, gay, bisexual, and transgender) patients can gain access to healthcare without bias. In order to fulfil this, appropriate educational content on LGBT is required. Methods: Ovid, PubMed, and Website of Science have been searched for literatures published in last 8 years, from 2013 to 2021. Literatures on the attitude of medical students before and after their experience of curricula with LGBT content were included, whereas those that focused on addressing the gap of LGBT content in the curricula, the bias towards LGBT medical students, and the effect of LGBT curriculum on the knowledge aspect were excluded. Results: Ninety-three articles were found, among which only six literatures were included in this review. It has been found that after LGBT education, students are more prepared and their attitude towards LGBT patients when providing healthcare is more positive. Some studies have also pointed out that medical students would change their opinion in treating LGBT patients. Conclusion: This review shows that there is evidence of the influence of LGBT education on medical students’ attitude toward LGBT patients although a wide gap still exists in this field.

References

Gates GJ, Newport F, 2012, Special Report: 3.4% of US Adults Identified as LGBT, Gallup, Washington, DC.

Noonan EJ, Sawning S, Combs R, et al., 2018, Engaging the Transgender Community to Improve Medical Education and Prioritize Healthcare Initiatives. Teaching and Learning in Medicine, 30(2): 119-132.

Marsden J, 2014, Systematic Approaches to a Successful Literature Review. Nurse Researcher, 21(5): 46.

Grosz AM, Gutierrez D, Lui AA, et al., 2017, A Student-Led Introduction to Lesbian, Gay, Bisexual, and Transgender Health for First-Year Medical Students. Fam Med, 49(1): 52-56.

Sawning S, Steinbock S, Croley R, et al., 2017, A First Step in Addressing Medical Education Curriculum Gaps in Lesbian-, Gay-, Bisexual-, And Transgender-Related Content: The University of Louisville Lesbian, Gay, Bisexual, and Transgender Health Certificate Program. Education for Health, 30(2): 108.

Safer JD, Pearce EN, 2013, A Simple Curriculum Content Change Increased Medical Student Comfort with Transgender Medicine. Endocrine Practice, 19(4): 633-637.

White W, Brenman S, Paradis E, et al., 2015, Lesbian, Gay, Bisexual, and Transgender Patient Care: Medical Students’ Preparedness and Comfort. Teaching and Learning in Medicine, 27(3): 254-263.

Parameshwaran V, Cockbain BC, Hillyard M, et al., 2017, Is the Lack of Specific Lesbian, Gay, Bisexual, Transgender and Queer/Questioning (LGBTQ) Health Care Education in Medical School a Cause for Concern? Evidence from a Survey of Knowledge and Practice Among UK Medical Students. Journal of Homosexuality, 64(3): 367-381.

Kelley L, Chou CL, Dibble SL, et al., 2008, A Critical Intervention in Lesbian, Gay, Bisexual, and Transgender Health: Knowledge and Attitude Outcomes Among Second-Year Medical Students. Teaching and Learning in Medicine, 20(3): 248-253.