Identifying and Improving LGBTQ + Health Competencies in First-Year Medical Undergraduate Education via a Targeted, Peer-Led Educational Intervention.

Purpose: LGBTQ + individuals experience significant health disparities, driven in part by a lack of provider knowledge, necessitating effective interventions for medical trainees. This study examined the impact of a 1-h educational intervention for first-year medical students on 6 self-reported competency domains in LGBTQ + health and compared the magnitude of score changes for competencies specifically targeted by the lecture to those that were not. Methods: This was a quasi-experimental study. Surveys were distributed before and after a 1-h lecture delivered by an LGBTQ+-identifying senior medical student. Respondents reported data on LGBTQ + identification and prior experience with LGBTQ + health-related topics, and they rated their ability to perform each of 6 LGBTQ + health competencies. Two faculty members with LGBTQ + health expertise blindly reviewed the material and identified which competencies were addressed. Results: Our sample consisted of 38 matched survey response pairs. Students reported significant increases across all 6 competencies, with no significant difference in score changes between competencies that were targeted by the lecture and those that were not. Prior training in LGBTQ + health-related topics did not significantly affect competency scores. LGBTQ + identity was associated with greater score increases for targeted, but not non-targeted, competencies. Conclusion: This study demonstrates that a 1-h, LGBTQ+-identifying student-delivered lecture can significantly increase students' self-reported comfort with LGBTQ + patient care, regardless of LGBTQ + status or prior training. Scores improved for all competencies, regardless of whether they were targeted by the lecture. Further study is indicated to measure whether increases in competency scores are maintained throughout medical training.