Grosz AM, Gutierrez D, Lui AA, Chang JJ, Cole-Kelly K, Ng H. A Student-Led Introduction to Lesbian,
BACKGROUND AND OBJECTIVES: Lesbian, gay, bisexual, and transgender (LGBT) individuals face significant health disparities. This is in part because many physicians are not sensitive to, and/or are underprepared to address, LGBT-specific concerns. To help meet this need, we, a group of second- and fourth-year medical students with faculty oversight, organized a session on LGBT health for first-year medical students.
METHODS: The three second-year and one fourth-year student authors designed a mandatory session for the 167 first-years at Case Western Reserve University School of Medicine in Cleveland, OH. The 2-hour session consisted of a student-delivered presentation, a patient panel, and a small-group session. Students’ LGBT health knowledge and confidence in providing care were assessed anonymously before and after the session, and individuals’ pre- and post-session assessments were paired using student-generated identifiers.
RESULTS: A total of 73 complete, matched pre-/post-session assessments were received. Students’ familiarity with LGBT terminology and demographics increased significantly after the session. Students’ perceived preparedness and comfort in providing LGBT-specific care significantly improved in most areas as well. Students strongly praised the session, in particular the patient panel.
CONCLUSION: A student-led educational session on LGBT health can effectively improve first-year medical students’ LGBT knowledge and confidence to provide care.
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