Recorded presentation

Brian M. Hurley, MD MBA Cand, Donna Elliott, MD, MEd, and Peter J. Katsufrakis, MD, MBA. Keck School of Medicine, University of Southern California, 1333 San Pablo Street, MCH 51-C, Los Angeles, CA 90089-9152, 818-359-9632, bhurley@usc.edu

The perceptions of medical students receiving LGBTI Health training is only beginning to be characterized. LGBTI Health curricula have been shown to improve the educational environment for LGBT-providers in training, and sessions that offer students personal participation with an LGBTI person improve medical student attitudes toward LGBTI people. LGBTI Health training also improves the environment for medical practitioners and LGBTI patients obtaining care. The University of Southern California’s Keck School of Medicine Medical Gay and Lesbian Organization (MedGLO) has developed student organized lunchtime sessions and a mandatory Year II Professionalism and the Practice of Medicine (PPM) session addressing LGBTI Health. Following each session, anonymous post session surveys are administered asking students to rate the session’s novelty, relevance to providers in their specialty of interest, and relevance for their own future training on a 1-4 scale where 1 is “all new/very relevant” and 4 is “none new/no relevance.” The averaged results overall for the LGB Health PPM Session this year are: 2.68, 1.59, and 1.46, respectively. These indicate many medical students have had prior exposure to lessons taught in the PPM session. These results also suggest students recognize that LGBTI Health training is highly relevant to medical doctors in their intended field and to their future medical training. Response variation exists depending on indicated specialty of interest. To the extent generalizable, these results indicate that medical students in the preclinical environment value LGBTI Health training, and suggest other institutions may enhance the relevance of their education by including LGBTI Health curriculum.

Learning Objectives: At the conclusion of the session, the participant (learner) in this session will be able to

• Recognize the ways medical students respond to LGBTI Health training in their preclinical medical education.
• Identify which features of a LGBTI Health curriculum students find relevant.
• Articulate the importance of LGBTI Health curricula on the medical environment for future practitioners and patients.

Keywords: Medicine, Gay

Presenting author's disclosure statement:
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.

Recorded presentation