Educational guidelines on sexual orientation, gender identity and expression, and sex characteristics biases in medical education

Abstract

A commitment to diversity, equity, inclusion, and belonging in medical education requires addressing both explicit and implicit biases based on sexual orientation, gender identity and expression and sex characteristics (SOGIESC) and the intersectionality with other identities. Heterosexism and heteronormative attitudes contribute to health and health care disparities for lesbian, gay, bisexual, transgender and queer/questioning, intersex, asexual (LGBTQIA) individuals. Student, trainee, and faculty competencies in medical education curricula regarding the care of LGBTQIA patients and those who are gender nonconforming or born with differences of sex development allow for better understanding and belonging within the clinical learning environment of LGBTQIA learners and educators. The Association of Professors of Gynecology and Obstetrics (APGO) issued a call to action to achieve a future free from racism and bias through inclusivity in obstetrics and gynecology education and health care, resulting in the creation of the APGO Diversity, Equity, and Inclusion Guidelines Task Force. The Task Force initially addressed racism, racial- and ethnicity-based bias and discrimination in medical education, and additionally identified other groups that are subject to bias and discrimination, including SOGIESC identities, persons with disabilities, and individuals with various religious and spiritual practices. In this Scholarly Perspective, the authors expand previously developed guidelines to address SOGIESC bias, heterosexism, and heteronormative attitudes in obstetrics and gynecology educational products, materials, and clinical learning environments to improve access and equitable care to vulnerable individuals of the LGBTQIA community.