Clinician and student perspectives on gender and sexuality curriculum in medical school

Research output: Chapter in Book / Conference PaperConference Paperpeer-review

Abstract

![CDATA[Introduction/Background LGBTQIA+ communities face health disparities due to social and cultural understanding of gender and sexuality. Additionally, lack of physician understanding of gender and sexuality and bias negatively influence quality of care, ultimately affecting health outcomes of LGBTQIA+ communities. Despite the importance of gender and sexuality teaching, significant gaps exist in medical schools globally resulting in underprepared graduates. Better teaching of gender and sexuality can improve students’ future clinical practice and ensure students deliver patient-centred care. This project explores inputs from clinicians who treat LGBTQIA+ communities and current medical students on improving gender and sexuality curriculum through codesign with multiple stakeholders. Methods Semi-structured, in-depth interviews were conducted with seven medical students and nine clinicians. Data collection focused on how prepared participants felt to treat LGBTQIA+ people, recommendations to improve gender and sexuality curricula and potential barriers to codesigning curricula. Data were thematically analysed. Results/Evaluation Clinicians and medical students (including those who identified as sexuality diverse) felt underprepared to treat LGBTQIA+ communities during medical school. Both groups highlighted the need for consistent engagement and clinical exposure to these communities during medical training. While both groups were enthusiastic about codesigning curricula, time constraints, prior negative community experiences, and lack of clinical opportunities in treating LGBTQIA+ communities were cited as barriers. Discussion Lack of confidence and preparedness in treating LGBTQIA+ communities in current and former medical students illustrates gaps in teaching gender and sexuality across different Australian medical schools. Clinicians reiterated the need for reflective practice and empathetic communication during medical training, promoting concepts such as equity and allophilia as critical to student preparedness to treat LGBTQIA+ communities. Improving gender and sexuality curricula through codesigning with clinicians, medical students and stakeholders including academics and community members provides a collaborative, holistic approach to curriculum codesign. Findings are adaptable for medical schools in diverse settings.]]
Original languageEnglish
Title of host publicationAustralian and New Zealand Association for Health Professional Educators Conference (ANZAHPE 2024): Cultivating Innovation, Abstract Book, 1-4 July 2024, Adelaide, South Australia
PublisherAustralian & New Zealand Association for Health Professional Educators
Number of pages1
ISBN (Print)9780648828549
Publication statusPublished - 2024
EventAustralia and New Zealand Association for Health Professional Educators. Conference -
Duration: 1 Jan 2024 → …

Conference

ConferenceAustralia and New Zealand Association for Health Professional Educators. Conference
Period1/01/24 → …

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