LGBTQ+ Health Education: Student Experiences at a Midwest Medical School.

INTRODUCTION

The current sociopolitical landscape surrounding lesbian, gay, bisexual, transgender, and queer (LGBTQ+) communities involves discrimination in multiple areas of life. Medical education on LGBTQ+ health is often variable and incomplete. As part of a comprehensive evaluation of LGBTQ+ health in our curriculum, we explored student experiences learning about LGBTQ+ health during medical school, including the impact of the sociopolitical landscape.

METHODS

We conducted focus groups of medical students at a single Midwest institution in March 2024. All medical students were invited to participate. We analyzed the data using an inductive systematic hierarchical thematic qualitative analysis approach to describe key themes.

RESULTS

Eighteen medical students participated in three focus groups. Analysis demonstrated 13 key themes across three domains: (1) elements that impacted student learning (six key themes, 28 subthemes); (2) aspects participants would change regarding how LGBTQ+ health is taught (four key themes, 11 subthemes); and (3) ways the sociopolitical landscape has impacted their education or anticipated career trajectory (three key themes). Most participants reported that the current sociopolitical landscape surrounding LGBTQ+ communities has impacted their education or anticipated career trajectory.

CONCLUSION

Medical students described positive, negative, and neutral factors that impacted their education on LGBTQ+ health in the formal and hidden curriculum. Students described insufficient learning opportunities in preclinical and clinical settings with various factors in the hidden curriculum impacting their learning. The current sociopolitical landscape surrounding LGBTQ+ communities may influence where medical students pursue future training and careers due to learning goals or identity.