Healthcare interviewing of LGBTQ patients: Bridging the gap for medical education

Nafeeza Hussain1, Anahita Mostaghim2, Genevieve Gill-Wiehl3, Rohit Abraham4, Sagar Chawla5
1Marshall University

School of Medicine; 2Eastern Virginia Medical School; 3University of Miami Miller School of Medicine; 4Michigan State University College of Human Medicine; 5Mayo Medical School

Introduction
The LGBTQ community composes nearly 5% of the
US population1, and yet many healthcare providers feel
uncomfortable interacting with and/or providing care for
them2.
Despite laws prohibiting discrimination3, many
LGBTQ persons have been turned away or receive
suboptimal treatment from physicians4.
These experiences with healthcare services have
marginalized the LGBTQ population, preventing many
from seeking and receiving adequate healthcare.
There is a lack of LGBTQ training in medical
curricula6.

Methods
1-hr education panel and interactive training session
was given in a national setting with attendance by 28
medical students leaders from across the United States.
The open question-and-answer session followed by an
interactive session with a volunteer standardized
transgender patient allowed students to familiarize
themselves with barriers LGBTQ patients encounter in a
clinical setting, and how best to provide a supportive
environment.
A follow up survey was administered at the conclusion
of the event in order to ascertain participant feedback.

Pla

Results

Conclusions
Recruitment
Establish student
Leadership
Survey needs
Syllabus
Create curricula
Incorporate local
resources

Administrative Approval
Communicate
AAMC
guidelines
Propose LGBTQ
elective offering
Implement Coursework
Serve as local
LGBTQ training
advocate
Disseminate
training

Figure 1. From Journal of the Society of Academic Emer. Med. (2014)

Comparison of distribution of actual versus desired hours of LGBTQ health
topics by frequency in Emergency Medicine residencies (actual hours,
n = 115, SD 1.38; desired hours, n = 107, SD 2.10).

Figure 2. Attendance at LGBTQ session, which totaled at 28

medical students leaders from various schools across the nation.

Figure 4. Our model to disseminating LGBTQ training to medical

school leaders, who can then systematically integrate it at their schools

Expert panel and simulation training shows potential

as a replicable model for integration of healthcare
interviewing for LGBTQ populations in medical
education.
Students and supportive faculty can adopt the
proposed model at medical schools across the country.
AAMC Recommendations7
1. Provide education about LGBTQ health needs and role of academic
medicine in healthcare system in supporting these populations
2. Support medical schools by discussing how to integrate content into
medical education focusing on role of institutional climate
3. Provide framework to facilitate assessment of learners, curricula, and
institutions
4. Highlight national resources and curricular innovations within academic
medicine

Additional Recommendations
1. Partnering with local LGBTQ advocacy organizations to aid in planning
process and provide expert resources
2. Implementing serial/follow-up training sessions to better reinforce and
add to previous knowledge

References
1.
2.
3.
4.

Objective

5.

To demonstrate a replicable model for medical

education to include LGBTQ specific healthcare
interviewing training

6.

To disperse this model to medical student leaders

across the country
To inspire similar training at the medical school level
through student-run elective coursework focused on
LGBTQ healthcare

7.

Figure 3. LGBTQ Panel Volunteers, who also served in national

leadership positions within the American Medical Association

Figure 5. Attendee evaluations of LGBT training session

Scored on Likert Scale of 1-5, where 5 being high educational quality
and high belief there is a national need in medical education

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New Estimates of the LGBT Population in the United States.
Rubin, R. (2015). Minimizing Health Disparities Among LGBT
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