Analysis of learning outcomes in lgbtq+ medical school curriculum

Introduction. Lesbian, gay, bisexual, transgender, and queer (LGBTQ+) youth are at increased risk for negative health outcomes and experience increased barriers to health care. Objective: Asess impact of a curriculum module including a standardized patient at University of Vermont College of Medicine (UVMCOM) on students' knowledge of issues relevant to LGBTQ+ youth and comfort interacting with LGBTQ+ youth in clinical settings. Methods. Two anonymous, voluntary surveys were distributed to 104 UVM COM 2nd year medical students before and after 3 clinical skills encounters with standardized patients; 96 completed both. The survey contained demographic, knowledge, attitudes and skills questions pertaining to LBGTQ+ youth community. Data analysis utilized JMP/SAS (SAS Institute, Cary NC). Comparison of pre- versus post-curriculum exposure responses were conducted with paired t-tests and McNemar's test for paired samples. Results. Out of a 4-point score with (4 = disapproval and 1= approval), same sex disapproval decreased significantly between pre and post encounter surveys (p = 0.0304). Discomfort in sexual history taking decreased significantly for students with gay/lesbians (p = 0.0136), bisexuals (p = 0.072), and transgender/gender variant people (p = 0.0098). Conclusions. Surveys of medical students demonstrated that the UVMCOM curriculum module has a significant positive impact on attitudes, knowledge and skills regarding LGBTQ+ youth. Improvements seen in this study argue that teaching LGBTQ+ content in medical curriculum is beneficial. Given that students reported highest levels of discomfort in taking sexual histories from transgender and gender non-conforming patients, the authors recommend developing a standardized patient encounter that reflects these communities.