Introduction: The LGBTQ community experiences significant disparities within health care. Lack of provider competence contributes to this, stemming from insufficient medical training. The purpose of this integrative review was to examine original research on educational programs about LGBTQ health care, assessing content, pedagogical methods, and participant outcomes. Methods: A literature search was conducted using the PubMED, CINAHL, SCOPUS, and PsychINFO databases. Articles were included if published between 2012-2022, accessible in English, involved LGBTQ education or training for health care students, and assessed a specific educational program. Results were analyzed using the five factors of the social ecological model. Results: In the 19 studies that met criteria for review, course content frequently covered individual and interpersonal factors, while public policy was the least addressed factor within the social ecological model. Numerous pedagogical methods were included, most common being lecture-style presentations. Participants favored interactive methods such as simulations, discussions, and patient panels. Studies showed short-term improvements in categories of participant attitudes, knowledge and skills, and preparedness and confidence. There was little data on long-term outcomes. Discussion: LGBTQ health education for medical professionals improves preparedness to care for these populations. Organizations should increase the amount and breadth of content included in curricula. The social ecological model has potential for use as a guideline to ensure curricula include a comprehensive scope of material. Further research must involve longitudinal studies and address intersectionality.
Little, M. M. (2022). Including LGBTQ Content in Health Care Education: Improving Provider Preparedness [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/825