ArticleBMC medical education2026
Experiences of LGBTQIA+ medical students: gaps and challenges during preclinical education.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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7 authors.
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Abstract
backgroundWhile attempts to diversify the physician workforce are ongoing, limited research exists exploring the experiences LGBTQIA+ medical students during their preclinical training. The purpose of this study is to examine how interpersonal interactions, campus climate, and the availability of campus support influence the well-being of LGBTQIA+ medical students across U.S. medical schools during their preclinical education.
methodMedical students self-identifying as LGBTQIA + and enrolled in either Doctor of Medicine (MD) or Doctor of Osteopathic Medicine (DO) institutions in the U.S. in 2024 completed an online, 136-item survey. Participants were asked about preclinical medical school experiences, perceptions of their campus climate and curriculum, and perceived level of impact experiences had on their well-being.
resultsFour hundred fourteen completed records were analyzed, representing LGBTQIA+ medical students across MD (n = 295, 71.3%) and DO (n = 119, 28.7%) programs, including 309 cisgender (74.6%) and 97 (23.4%) transgender or gender-expansive (TGE) students. The majority of participants indicated that their school fell short in providing supportive diversity initiatives, LGBTQIA+ specific spaces, positive LGBTQIA+ representation, and adequate responses to discrimination. Most participants also reported that professors did poorly at using inclusive terminology and advocating for LGBTQIA+ inclusion. TGE students consistently rated their school, classmates, professors, and campus climate lower than cisgender students, and were significantly more likely to report differential treatment (55.7% vs. 23.3%, p < .001) and overt harassment (23.7% vs. 4.5%, p < .001). Students in red states or rural settings reported significantly less inclusivity and campus support than those in blue states or urban settings.
conclusionsLGBTQIA+ medical students face significant barriers to well-being, including adverse campus experiences, inadequate support, and limited inclusivity. This study highlights an acute need for interventions that improve the preclinical environment for LGBTQIA+, and particularly TGE, medical students.
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