Inclusion of Lesbian, Gay, Bisexual, Transgender, Queer, and Intersex Health in Australian and New Zealand Medical Education. Sanchez, A., Southgate, E., Rogers, G., & Duvivier, R. LGBT Health, 4(4):295--303, 2017. ![Inclusion of Lesbian, Gay, Bisexual, Transgender, Queer, and Intersex Health in Australian and New Zealand Medical Education [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper doi abstract bibtex Purpose: This study aims at establishing the scope of lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI) health in Australian and New Zealand medical curricula. Methods: We sent medical school curriculum administrators an online cross-sectional survey. Results: The response rate was 15 medical schools (71%): 14 Australian schools and 1 New Zealand school. Respondents included program directors (n = 5; 33%), course coordinators (n = 4; 27%), Heads of School (n = 2; 13%), one Dean (7%), and three others (20%). Most schools (n = 9; 60%) reported 0-5 hours dedicated to teaching LGBTQI content during the required pre-clinical phase; nine schools (60%) reported access to a clinical rotation site where LGBTQI patient care is common. In most schools (n = 9; 60%), LGBTQI-specific content is interspersed throughout the curriculum, but five schools (33%) have dedicated modules. The most commonly used teaching modalities include lectures (n = 12; 80%) and small-group sessions (n = 9; 60%). LGBTQI content covered in curricula is varied, with the most common topics being how to obtain information about same-sex sexual activity (80%) and the difference between sexual behavior and identity (67%). Teaching about gender and gender identity is more varied across schools, with seven respondents (47%) unsure about what is taught. Eight respondents (53%) described the coverage of LGBTQI content at their institution as "fair," two (13%) as "good," and two (13%) as "poor," with one respondent (7%) describing the coverage as "very poor." None of the respondents described the coverage as "very good." Conclusions: Currently, medical schools include limited content on LGBTQI health, most of which focuses on sexuality. There is a need for further inclusion of curriculum related to transgender, gender diverse, and intersex people. © Mary Ann Liebert, Inc. 2017.
@article{sanchez_inclusion_2017,
title = {Inclusion of {Lesbian}, {Gay}, {Bisexual}, {Transgender}, {Queer}, and {Intersex} {Health} in {Australian} and {New} {Zealand} {Medical} {Education}},
volume = {4},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85027018987&doi=10.1089%2flgbt.2016.0209&partnerID=40&md5=41256d90ecb74a709b497d2ad9b40693},
doi = {10.1089/lgbt.2016.0209},
abstract = {Purpose: This study aims at establishing the scope of lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI) health in Australian and New Zealand medical curricula. Methods: We sent medical school curriculum administrators an online cross-sectional survey. Results: The response rate was 15 medical schools (71\%): 14 Australian schools and 1 New Zealand school. Respondents included program directors (n = 5; 33\%), course coordinators (n = 4; 27\%), Heads of School (n = 2; 13\%), one Dean (7\%), and three others (20\%). Most schools (n = 9; 60\%) reported 0-5 hours dedicated to teaching LGBTQI content during the required pre-clinical phase; nine schools (60\%) reported access to a clinical rotation site where LGBTQI patient care is common. In most schools (n = 9; 60\%), LGBTQI-specific content is interspersed throughout the curriculum, but five schools (33\%) have dedicated modules. The most commonly used teaching modalities include lectures (n = 12; 80\%) and small-group sessions (n = 9; 60\%). LGBTQI content covered in curricula is varied, with the most common topics being how to obtain information about same-sex sexual activity (80\%) and the difference between sexual behavior and identity (67\%). Teaching about gender and gender identity is more varied across schools, with seven respondents (47\%) unsure about what is taught. Eight respondents (53\%) described the coverage of LGBTQI content at their institution as "fair," two (13\%) as "good," and two (13\%) as "poor," with one respondent (7\%) describing the coverage as "very poor." None of the respondents described the coverage as "very good." Conclusions: Currently, medical schools include limited content on LGBTQI health, most of which focuses on sexuality. There is a need for further inclusion of curriculum related to transgender, gender diverse, and intersex people. © Mary Ann Liebert, Inc. 2017.},
language = {English},
number = {4},
journal = {LGBT Health},
author = {Sanchez, A.A. and Southgate, E. and Rogers, G. and Duvivier, R.J.},
year = {2017},
pages = {295--303}
}
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Methods: We sent medical school curriculum administrators an online cross-sectional survey. Results: The response rate was 15 medical schools (71%): 14 Australian schools and 1 New Zealand school. Respondents included program directors (n = 5; 33%), course coordinators (n = 4; 27%), Heads of School (n = 2; 13%), one Dean (7%), and three others (20%). Most schools (n = 9; 60%) reported 0-5 hours dedicated to teaching LGBTQI content during the required pre-clinical phase; nine schools (60%) reported access to a clinical rotation site where LGBTQI patient care is common. In most schools (n = 9; 60%), LGBTQI-specific content is interspersed throughout the curriculum, but five schools (33%) have dedicated modules. The most commonly used teaching modalities include lectures (n = 12; 80%) and small-group sessions (n = 9; 60%). LGBTQI content covered in curricula is varied, with the most common topics being how to obtain information about same-sex sexual activity (80%) and the difference between sexual behavior and identity (67%). Teaching about gender and gender identity is more varied across schools, with seven respondents (47%) unsure about what is taught. Eight respondents (53%) described the coverage of LGBTQI content at their institution as \"fair,\" two (13%) as \"good,\" and two (13%) as \"poor,\" with one respondent (7%) describing the coverage as \"very poor.\" None of the respondents described the coverage as \"very good.\" Conclusions: Currently, medical schools include limited content on LGBTQI health, most of which focuses on sexuality. There is a need for further inclusion of curriculum related to transgender, gender diverse, and intersex people. © Mary Ann Liebert, Inc. 2017.","language":"English","number":"4","journal":"LGBT Health","author":[{"propositions":[],"lastnames":["Sanchez"],"firstnames":["A.A."],"suffixes":[]},{"propositions":[],"lastnames":["Southgate"],"firstnames":["E."],"suffixes":[]},{"propositions":[],"lastnames":["Rogers"],"firstnames":["G."],"suffixes":[]},{"propositions":[],"lastnames":["Duvivier"],"firstnames":["R.J."],"suffixes":[]}],"year":"2017","pages":"295--303","bibtex":"@article{sanchez_inclusion_2017,\n\ttitle = {Inclusion of {Lesbian}, {Gay}, {Bisexual}, {Transgender}, {Queer}, and {Intersex} {Health} in {Australian} and {New} {Zealand} {Medical} {Education}},\n\tvolume = {4},\n\turl = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85027018987&doi=10.1089%2flgbt.2016.0209&partnerID=40&md5=41256d90ecb74a709b497d2ad9b40693},\n\tdoi = {10.1089/lgbt.2016.0209},\n\tabstract = {Purpose: This study aims at establishing the scope of lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI) health in Australian and New Zealand medical curricula. Methods: We sent medical school curriculum administrators an online cross-sectional survey. Results: The response rate was 15 medical schools (71\\%): 14 Australian schools and 1 New Zealand school. Respondents included program directors (n = 5; 33\\%), course coordinators (n = 4; 27\\%), Heads of School (n = 2; 13\\%), one Dean (7\\%), and three others (20\\%). Most schools (n = 9; 60\\%) reported 0-5 hours dedicated to teaching LGBTQI content during the required pre-clinical phase; nine schools (60\\%) reported access to a clinical rotation site where LGBTQI patient care is common. In most schools (n = 9; 60\\%), LGBTQI-specific content is interspersed throughout the curriculum, but five schools (33\\%) have dedicated modules. The most commonly used teaching modalities include lectures (n = 12; 80\\%) and small-group sessions (n = 9; 60\\%). LGBTQI content covered in curricula is varied, with the most common topics being how to obtain information about same-sex sexual activity (80\\%) and the difference between sexual behavior and identity (67\\%). Teaching about gender and gender identity is more varied across schools, with seven respondents (47\\%) unsure about what is taught. Eight respondents (53\\%) described the coverage of LGBTQI content at their institution as \"fair,\" two (13\\%) as \"good,\" and two (13\\%) as \"poor,\" with one respondent (7\\%) describing the coverage as \"very poor.\" None of the respondents described the coverage as \"very good.\" Conclusions: Currently, medical schools include limited content on LGBTQI health, most of which focuses on sexuality. 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