ArticleMedEdPORTAL : the journal of teaching and learning resources2020
Rainbows and "Ready for Residency": Integrating LGBTQ Health Into Medical Education.
Article in MedEdPORTAL : the journal of teaching and learning resources, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
14 citing papers in PubMed, 1 synthesis or guideline pooled it, 25 citations in OpenAlex.
- Transgender health content in medical education: a theory-guided systematic review of current training practices and implementation barriers & facilitators.Advances in health sciences education : theory and practice · 2022Pooled it
- Evaluating Curricular Impact on LGBTQ+ Health Competency: A Longitudinal Survey of Medical Students.Cureus · 2026Article
- Educational Strategies to Support LGBTQ+ Trainees in Graduate Medical Education - A Narrative Review.Advances in medical education and practice · 2026Article
- Implementation of a Novel Case-Based Session for Medical Students Focused on Artificial Intelligence Ethics.MedEdPORTAL : the journal of teaching and learning resources · 2026Article
- An Education Intervention in Gastrointestinal Healthcare Workers Improves Knowledge of Sexual and Gender Minority Digestive Health.Digestive diseases and sciences · 2025Article
- A Systematic and Practical Framework on Gender and Sexual Diverse (GSD) Health for Internal Medicine Residents.MedEdPORTAL : the journal of teaching and learning resources · 2025Article
- LGBTQ+ health education for medical students in the United States: a narrative literature review.Medical education online · 2024Review
- Sexual and gender minority health: a roadmap for developing evidence-based medical school curricula.Canadian medical education journal · 2024Review
- Evaluating Effectiveness of an Online LGBTQIA+ Health Course for Medical Students.Family medicine · 2024Article
- Please don't gayify!: an autoethnographic account of medicalised relationality for LGBTQI+ safe affirming medical health education and clinical practice.Frontiers in sociology · 2024Article
- Health Care for LGBTQ+ Youth: A Case-Based Workshop for Medical Students and Pediatric Residents.MedEdPORTAL : the journal of teaching and learning resources · 2024Article
- The power to help or harm: student perceptions of transgender health education using a qualitative approach.BMC medical education · 2023Article
- Teaching LGBTQ+ Health, a Web-Based Faculty Development Course: Program Evaluation Study Using the RE-AIM Framework.JMIR medical education · 2023Article
- Identifying and Improving LGBTQ + Health Competencies in First-Year Medical Undergraduate Education via a Targeted, Peer-Led Educational Intervention.Journal of medical education and curricular developmentArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors at 3 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: To provide appropriate and sensitive care for lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) youth, providers must learn specific skills and guidelines. Most medical schools lack formal education on LGBTQ health, particularly for adolescent patients. Methods: We developed an Introduction to LGBTQ Health course for fourth-year medical students as part of a monthlong Ready for Residency curriculum in March and April of their graduating year. The course addressed guidelines recommended in the care of LGBTQ individuals utilizing problem-based learning methodology. Through learner-led discussion, students worked in small groups to research case-based scenarios and reported their findings to the larger group, followed by teaching points from a facilitator. The course was evaluated on curricular perception using a 5-point Likert scale and open-ended feedback. Results: One hundred forty-six students participated in the curriculum; 103 completed the session evaluation. Mean total scores were 4.6 out of 5 in March and 4.7 out of 5 in April after changes were made based on student feedback, namely, increasing the session from 50 to 80 minutes and decreasing session size from 72 students to 36. Students felt the session was well planned and run, engaging, and relevant; appropriately integrated evidence-based medicine; and taught them what they hoped to learn. Discussion: Many medical schools lack curricula dedicated to LGBTQ health care. Implementing this mandatory LGBTQ health course was well received and highly rated by almost all students regardless of anticipated specialty. The session could be easily replicated at medical schools across the country.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.