The Australian Medical Students Association, Sydney, New South Wales, Australia.
The University of Queensland, Brisbane, QLD, Australia.
BMC Med Educ. 2024 Jul 7;24(1):733. doi: 10.1186/s12909-024-05099-6.
Lesbian, gay, bisexual, transgender, queer, intersex and asexual (LGBTQIA) individuals experience poorer health outcomes than other individuals. Insufficient LGBTQIA health education of doctors in existing medical curricula contributes to these outcomes. We sought to explore medical students' experiences of content coverage and mode of delivery, as well as their preparedness, attitudes and learning needs regarding LGBTQIA health education in Australia.
Using a conceptual framework specific to curricular development, we adapted a previous cross-sectional national survey. This included 28 questions (analysed statistically) and 5 free text responses (analysed deductively using Braun and Clarke's thematic analysis framework). Data was compared between LGBTQIA and non-LGBTQIA respondents, and clinical and preclinical students.
There were 913 participants from 21 of 23 medical schools, with most preclinical (55%) and clinical (89%) students reporting no teaching specific to LGBTQIA health. Reported content coverage was highest for sexual history taking (30%), and especially low for transgender and intersex health (< 16%), and intersectional LGBTQIA health (< 7%). Participants had positive attitudes towards LGBTQIA health, with 89% agreeing LGBTQIA topics were important and need to be covered in detail. Students desired longitudinal integration of LGBTQIA content, and LGBTQIA community involvement and case-based teaching that allows for interaction and questions. Self-perceived competency was low in all LGBTQIA health topics, although LGBTQIA participants reported higher preparedness than non-LGBTQIA participants.
Majority of survey participants reported limited teaching of LGBTQIA health-specific content, highlighting the limited coverage of LGBTQIA health in Australian medical schools. Participants expressed positive attitudes towards LGBTQIA content and broadly agreed with statements supporting increased integration of LGBTQIA health content within medical curricula.
女同性恋、男同性恋、双性恋、跨性别者、酷儿、间性人和无性恋者（LGBTQIA）的健康状况不如其他人群。现有的医学课程中，医生对 LGBTQIA 健康知识的教育不足，导致了这种情况的发生。我们旨在探索医学生对 LGBTQIA 健康教育内容和教学模式的体验，以及他们对 LGBTQIA 健康知识的准备情况、态度和学习需求。
我们采用了一个特定于课程开发的概念框架，对之前的全国性横断面调查进行了改编。该调查包括 28 个问题（进行了统计分析）和 5 个自由文本回复（使用 Braun 和 Clarke 的主题分析框架进行了演绎分析）。我们比较了 LGBTQIA 和非 LGBTQIA 受访者以及临床和预科学生之间的差异。
共有来自 23 所医学院校中的 21 所的 913 名参与者，其中大多数预科生（55%）和临床学生（89%）报告称没有专门针对 LGBTQIA 健康的教学。报告的内容涵盖了最高的性史询问（30%），而跨性别和间性健康（<16%）和交叉性 LGBTQIA 健康（<7%）的报道尤其低。参与者对 LGBTQIA 健康持积极态度，89%的人认为 LGBTQIA 主题很重要，需要详细涵盖。学生希望将 LGBTQIA 内容纳入医学课程的纵向整合，并希望有 LGBTQIA 社区的参与和基于案例的教学，以允许互动和提问。尽管 LGBTQIA 参与者报告的准备情况优于非 LGBTQIA 参与者，但他们对所有 LGBTQIA 健康主题的自我感知能力都较低。
大多数调查参与者报告说，LGBTQIA 健康特定内容的教学有限，这突出了澳大利亚医学院校中 LGBTQIA 健康的覆盖范围有限。参与者对 LGBTQIA 内容持积极态度，并普遍同意增加医学课程中 LGBTQIA 健康内容整合的观点。
