a Department of Medicine , Georgetown University School of Medicine , Washington , DC , USA.
Med Educ Online. 2018 Dec;23(1):1510703. doi: 10.1080/10872981.2018.1510703.
Lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI) individuals face well-established health disparities. American medical schools have been inconsistent in their training in the care of LGBTQI-identified patient, and many have not formally assessed their curriculums for content related to the care of LGBTQI-identified patients. From 2015 to 2016, the authors systematically evaluated Georgetown University School of Medicine's preclinical curriculum for its LGBTQI competency using video lecture capture, LGBTQI health competencies published by the American Association of Medical Colleges (AAMC) and learning objectives developed by Vanderbilt University. Based on the results of the curricular audit, the authors have created didactic content targeted at the identified curricular gaps that has been implemented throughout the preclinical curriculum at Georgetown. The curricular auditing process described here could be replicated at other medical schools, which would allow educators to develop targeted content to address unmet competencies. Abbreviations AAMC: Association of American Medical Colleges; LGBTQI: Lesbian, Gay, Bisexual, Transgender, Questioning, Intersex.
女同性恋、男同性恋、双性恋、跨性别、酷儿和间性人（LGBTQI）群体面临着既定的健康差距。美国医学院校在 LGBTQI 患者护理方面的培训一直不一致，许多学校尚未对其课程进行正式评估，以确定其是否包含与 LGBTQI 患者护理相关的内容。2015 年至 2016 年，作者使用视频讲座捕捉、美国医学协会（AAMC）发布的 LGBTQI 健康能力和范德比尔特大学制定的学习目标，系统地评估了乔治敦大学医学院的基础医学课程在 LGBTQI 能力方面的情况。根据课程审核的结果，作者针对已确定的课程差距创建了教学内容，并已在乔治敦大学的基础医学课程中全面实施。此处描述的课程审核过程可以在其他医学院校复制，这将使教育工作者能够开发有针对性的内容来解决未满足的能力需求。缩写 AAMC：美国医学协会；LGBTQI：女同性恋、男同性恋、双性恋、跨性别、质疑、间性人。
