By students, for students: Recommendations for developing a student-led LGBT public health course

Sexual and gender minorities face unique health disparities, in addition to the health challenges experienced by the overall population. The ability to identify, assess, and intervene upon these factors is largely predicated upon public health professionals receiving appropriate training. Until education related to lesbian, gay, bisexual, and transgender (LGBT) health is mandated by accrediting bodies and fully integrated into public health curricula, elective courses can be a primary mechanism to facilitate knowledge of LGBT health. At current, such courses are scarce partly because of either shrinking budgets, or lack of faculty at a school with LGBT health research or practice experience. Students present one vehicle through which a course can be instituted despite these challenges. During the Spring 2012 semester, the Gillings School of Global Public Health at The University of North Carolina at Chapel Hill offered, “LGBT Health: A Population Perspective.” This graduate seminar was developed and taught by two doctoral candidates. We discuss processes critical to our course's implementation: 1) amassing institutional support through both formal and informal mechanisms; 2) identifying available resources; 3) leveraging technology to supplement local gaps; and, 4) fostering interdepartmental collaboration. Additionally, we situate the seminar within a longer-term process that aims to institutionalize the course in the hands of faculty and integrate LGBT health throughout the School's curriculum. Lastly, we describe benefits and challenges to this approach, offering lessons learned and suggestions for students seeking to increase the presence of LGBT health research and practice education at their institutions.