ArticlePRiMER (Leawood, Kan.)2025
LGBTQ+ Health Education: Student Experiences at a Midwest Medical School.
Article in PRiMER (Leawood, Kan.), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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
1 citing paper in PubMed.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
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.
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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.