A well-veloped body of lerature monstrat that lbian, gay, bisexual, transgenr, and queer
Contents:
- LBIAN, GAY, BISEXUAL, AND TRANSGENR-RELATED NTENT UNRGRADUATE MEDIL TN
- LBIAN, GAY, BISEXUAL, AND TRANSGENR–RELATED CONTENT UNRGRADUATE MEDIL EDUTN
- LBIAN, GAY, BISEXUAL, AND TRANSGENR HEALTH AND MEDIL EDUTN
- INTEGRATG LBIAN, GAY, BISEXUAL, AND TRANSGENR (LGBT) CONTENT INTO UNRGRADUATE MEDIL SCHOOL CURRICULA: A QUALATIVE STUDY
- LBIAN, GAY, BISEXUAL, AND TRANSGENR PATIENT CARE: MEDIL STUNTS' PREPAREDNS AND COMFORT
- QUE(E) RYG UNRGRADUATE MEDIL CURRICULA: A CROSS-SECTNAL ONLE SURVEY OF LBIAN, GAY, BISEXUAL, TRANSGENR, AND QUEER NTENT CLN UK UNRGRADUATE MEDIL TN
- A FIRST STEP ADDRSG MEDIL TN CURRICULUM GAPS LBIAN-, GAY-, BISEXUAL-, AND TRANSGENR-RELATED NTENT: THE UNIVERSY OF LOUISVILLE LBIAN, GAY, BISEXUAL, AND TRANSGENR HEALTH CERTIFITE PROGRAM
- MEDIL STUNTS’ AWARENS OF HEALTH ISSU, ATTUS, AND NFINCE ABOUT RG FOR LBIAN, GAY, BISEXUAL AND TRANSGENR PATIENTS: A CROSS-SECTNAL SURVEY
- WHAT LBIAN, GAY, BISEXUAL, TRANSGENR, QUEER AND INTERSEX PATIENTS SAY DOCTORS SHOULD KNOW AND DO: A QUALATIVE STUDY
LBIAN, GAY, BISEXUAL, AND TRANSGENR-RELATED NTENT UNRGRADUATE MEDIL TN
ContextLbian, gay, bisexual, and transgenr (LGBT) dividuals experience health and health re dispari and have specific health re needs. Medil * lesbian gay bisexual and transgender related content in undergraduate medical education *
Lbian, gay, bisexual, and transgenr-related ntent unrgraduate medil tn. Lbian, gay, bisexual, and transgenr (LGBT) dividuals experience health and health re dispari and have specific health re needs. Lbian, gay, bisexual, and transgenr health and medil tn.
Lbian, Gay, Bisexual, and Transgenr Patient Care: Medil Stunts' Preparedns and Comfort. The prevalence of lbian, gay, bisexual, and transgenr health tn and trag emergency medice rincy programs: what do we know? Que(e) ryg unrgraduate medil curricula: a cross-sectnal onle survey of lbian, gay, bisexual, transgenr, and queer ntent cln UK unrgraduate medil tn.
Lbian, Gay, Bisexual, and Transgenr (LGBT) Service Members: Life After Don't Ask, Don't Tell. Context Lbian, gay, bisexual, and transgenr (LGBT) dividuals experience health and health re dispari and have specific health re needs.
LBIAN, GAY, BISEXUAL, AND TRANSGENR–RELATED CONTENT UNRGRADUATE MEDIL EDUTN
* lesbian gay bisexual and transgender related content in undergraduate medical education *
Lbian, gay, bisexual, and transgenr (LGBT) dividuals have specific health and health re needs relatg to chronic disease risk, 1 adult and adolcent mental health, 2-5 unhealthy relatnships (eg, timate partner vlence), 6 genr inty, 7 sexually transmted fectns, 8, 9 and human immunoficiency vis fectn, 10 among others. 3% of rponnts were “sometim” or “often” unfortable providg re to gay patients.
LBIAN, GAY, BISEXUAL, AND TRANSGENR HEALTH AND MEDIL EDUTN
Lbian, Gay, Bisexual, and Transgenr (LGBT) dividuals are more likely to have negative healthre experienc and worse health out when pared wh their heterosexual and cisgenr unterparts. A key remendatn of the 2018 Stonewall-missned “LGBT Bra” report was that the curricula, standards, and trag provid by medil schools should be reviewed orr to enpass mandatory teachg about LGBT health equali and discrimatn, LGBT-clive re and the e of appropriate language. The aim of our study was to nduct an -pth natnal review of the ntent of LGBT teachg wh the curricula of UK Medil Schools. Course leads at all 37 UK Medil Schools wh stunts currently enrolled a primary unrgraduate medil trag urse were asked between December 2019–March 2020 to plete a cross-sectnal onle survey prised of 30 qutns; divid to three sectns relatg to the current LGBT teachg (Part 1), any planned or future LGBT teachg (Part 2), and the opns of the survey rponnt about the verage of LGBT topics (Part 3) at their stutn. Rpons were analysed g scriptive statistics. Qutnnair were received om 19/37 stutns (rponse rate: 51%). The median timated number of hours of LGBT-teachg across the entire unrgraduate urse was 11.0 (IQR: 12.25). Teachg on LGBT mental health, genr inty, sexual orientatn, awarens of LGBT-health equali, and LGBT discrimatn healthre were reported by almost all rponnts, whilst materny and childbirth, chronic disease and LGBT adolcent health were least reprented wh the curriculum. Almost all (18 medil schools; 95%) rpondg stutns were nsirg implementg new LGBT teachg wh the next three amic years. A lack of space wh the curriculum is a universally reported barrier to the implementatn of LGBT teachg. Only 5 (26%) survey rponnts nsir their stutn’s current verage of LGBT topics to be “Good” or “Very good”. Our study monstrat a signifint variatn the amount and breadth of ntent wh the unrgraduate curricula of UK medil schools. Remendatns for creasg the quanty and qualy of LGBT ntent are provid, based upon areas of good practice. * lesbian gay bisexual and transgender related content in undergraduate medical education *
To rm the study sign, we searched the MEDLINE database for all English-language publitns ntag lbian, gay, homosexual, bisexual, transgenr, medil tn, medil stunt, and curriculum the tle, abstract, or both along wh related Medil Subject Headgs to intify prev LGBT health-related medil tn studi and their study signs. 43 hours “voted to the topic of homosexualy” that were primarily tght durg human sexualy lectur. 5 hours on the topic of “homosexualy and bisexualy;” wh more than 50% reportg 0 hours.
1%) reported that “trag the sexual history clus rmatn about gay, lbian, bisexual, and transgenr patients, ” and 45 of 126 schools (35.
Prev Prentatns: Prelimary data were prented, part, at the Associatn of Amerin Medil Colleg' (AAMC) Group on Stunt Affairs, Group on Diversy and Incln, and Organizatn of Stunt Reprentativ Natnal Sprg Meetg, At, Texas, April 17-21, 2010; the 28th Annual Conference of the Gay and Lbian Medil Associatn, San Diego, California, September 22-25, 2010; the Rearch Medil Edutn sectn of the AAMC Annual Meetg, Washgton, DC, November 5-10, 2010; and the Wtern Regnal Conference of the AAMC's Group on Edutnal Affairs and Group on Stunt Affairs, Stanford, California, May 2, 2011. Fanng, MS, and Michael Kutnick, BA, Amerin Medil Associatn, Advisory Commtee on GLBT Issu; and Jim Bedre, MPA, Joel Gsberg, JD, MBA, and Jason Schneir, MD, Gay & Lbian Medil Associatn. The health of people classified as lbian, gay and bisexual attendg fay practners London: a ntrolled study.
INTEGRATG LBIAN, GAY, BISEXUAL, AND TRANSGENR (LGBT) CONTENT INTO UNRGRADUATE MEDIL SCHOOL CURRICULA: A QUALATIVE STUDY
A well-veloped body of lerature monstrat that lbian, gay, bisexual, transgenr, and queer (LGBTQ) dividuals experience poorer health out and report worse health re experienc than straight/cisgenr dividuals. Many reforms sce 2010 have addrsed the LGBTQ-related tn … * lesbian gay bisexual and transgender related content in undergraduate medical education *
Fay rejectn as a predictor of negative health out whe and Lato lbian, gay, and bisexual young adults. The health and health re of lbian, gay, and bisexual adolcents. HIV/STI associated risk behavrs among self-intified lbian, gay, bisexual, and transgenr llege stunts the Uned Stat.
Commtee on Lbian, Gay, Bisexual, and Transgenr Health Issu and Rearch Gaps and Opportuni; Board on the Health of Select Populatns; Instute of Medice.
The Health of Lbian, Gay, Bisexual, and Transgenr People: Buildg a Foundatn for Better Unrstandg.
LBIAN, GAY, BISEXUAL, AND TRANSGENR PATIENT CARE: MEDIL STUNTS' PREPAREDNS AND COMFORT
Physicians' attus toward homosexualy and HIV: survey of a California Medil Society- revised (PATHH-II).
Jot AAMC-GSA and AAMC-OSR Remendatns Regardg Instutnal Programs and Edutnal Activi to Addrs the Needs of Gay, Lbian, Bisexual and Transgenr (GLBT) Stunts and Patients. The Fenway Gui to Lbian, Gay, Bisexual, and Transgenr Health. How the topic of homosexualy is tght at US medil schools.
Survey of curriculum on homosexualy/bisexualy partments of fay medice. A cril terventn lbian, gay, bisexual, and transgenr health: knowledge and attu out among send-year medil stunts.
QUE(E) RYG UNRGRADUATE MEDIL CURRICULA: A CROSS-SECTNAL ONLE SURVEY OF LBIAN, GAY, BISEXUAL, TRANSGENR, AND QUEER NTENT CLN UK UNRGRADUATE MEDIL TN
Medil stunts' abily to re for lbian, gay, bisexual, and transgenred patients. The lbian, gay, bisexual, and transgenr (LGBT) muny is a diverse, unrserved, and often stigmatized group that fac many barriers to accsg qualy healthre. Cultural leracy; homosexualy; medil tn; transgenrism.
AbstractBackgroundThe lbian, gay, bisexual, and transgenr (LGBT) muny is a diverse, unrserved, and often stigmatized group that fac many barriers to accsg qualy healthre.
A FIRST STEP ADDRSG MEDIL TN CURRICULUM GAPS LBIAN-, GAY-, BISEXUAL-, AND TRANSGENR-RELATED NTENT: THE UNIVERSY OF LOUISVILLE LBIAN, GAY, BISEXUAL, AND TRANSGENR HEALTH CERTIFITE PROGRAM
Keywords: Cultural leracy, homosexualy, medil tn, transgenrismINTRODUCTIONThe lbian, gay, bisexual, and transgenr (LGBT) muny is a diverse, unrserved, and often stigmatized group that fac var barriers to accsg qualy healthre. EpomaPhysicians lack knowledge of and sensivy to the needs and challeng of lbian, gay, bisexual, and transgenr patients, and this ntent is unrreprented medil school curricula.
Phenomenon: Lbian, gay, bisexual, and transgenr (LGBT) dividuals face signifint barriers accsg appropriate and prehensive medil re.
and fort; bisexual; gay; lbian; patient re; transgenr health.
MEDIL STUNTS’ AWARENS OF HEALTH ISSU, ATTUS, AND NFINCE ABOUT RG FOR LBIAN, GAY, BISEXUAL AND TRANSGENR PATIENTS: A CROSS-SECTNAL SURVEY
An tegrative review of nurse attus towards lbian, gay, bisexual, and transgenr patients. Nursg Stunts' Attus Toward Lbian, Gay, Bisexual, and Transgenr Persons: An Integrative Review.
Lbian, gay, bisexual, transgenr, queer and tersex (LGBTQI+) healthre Sgapore: perspectiv of non-ernmental anisatns and clil year medil stunts. Lbian, gay, bisexual, transgenr, and queer (LGBTQ) dividuals face a seri of well-documented health dispari, 1, 2 which are often explaed g the mory strs mol. 5 Nearly 56% of dividuals who are lbian, gay, or bisexual; 63% of people wh HIV; and 70% of transgenr and/or genr-nonnformg dividuals experienced some type of negative enunter wh a physician.
Fryer scribed his experienc workg as a gay psychiatrist at a time when the APA classified homosexualy as a mental illns. 9 One year later, the APA removed homosexualy om the Diagnostic and Statistil Manual of Mental Disorrs, and Dr. Although the APA’s actns reprented a signifint step nstctg stutnalized medil stigma agast gay Amerins, many elements perpetuatg stigma remaed health re.
WHAT LBIAN, GAY, BISEXUAL, TRANSGENR, QUEER AND INTERSEX PATIENTS SAY DOCTORS SHOULD KNOW AND DO: A QUALATIVE STUDY
At the end of his speech to the APA, John Fryer lled on the nference atten to e their “skills and wisdom to help [gay men]—and —grow to be fortable wh that ltle piece of humany lled homosexualy. Comparison of health and health risk factors between lbian, gay, and bisexual adults and heterosexual adults the Uned Stat: Rults om the Natnal Health Interview Survey.
Instute of Medice (US) Commtee on Lbian, Gay, Bisexual, and Transgenr Health Issu and Rearch Gaps and Opportuni. Advancg Effective Communitn, Cultural Competence, and Patient- and Fay-Centered Care for the Lbian, Gay, Bisexual, and Transgenr (LGBT) Communy: A Field Gui. Curricular time, patient exposure, and fort rg for lbian, gay, bisexual, and transgenr patients among recent medil graduat.