Abstract
BackgroundLesbian, gay, bisexual, transgender, queer, and intersex people—inclusively termed “sexual and gender minorities”—have unique health and health care needs that are not being met by most healthcare providers due to lack of training in health care professional schools. The purpose of this qualitative study was to examine implementation factors for advancing sexual and gender minority health professional student curricula in academic settings.MethodsSemi-structured interviews guided by the Consolidated Framework for Implementation Research (CFIR) were conducted with sixteen curricular champions to identify factors relevant to curricular adoption, integration, and sustainment. Themes were coded using a hybrid of deductive and inductive approaches and reported using major CFIR domains.ResultsFacilitators supporting implementation of sexual and gender minority health curricula included collaboration among multiple stakeholders, alignment of formal and hidden curricula, fostering an organizational culture that valued inclusion and diversity, engagement with external subject matter experts or faculty with content expertise, and thoughtful and inclusive planning.ConclusionThis study contributes to health care professional education research as well as to implementation science. Facilitators that were identified in this study can be used to increase the adoption, integration, and sustainment of sexual and gender minority health curricula in diverse academic settings.
Highlights
Lesbian, gay, bisexual, transgender, queer, and intersex people—inclusively termed “sexual and gender minorities”—have unique health and health care needs that are not being met by most healthcare providers due to lack of training in health care professional schools
Sexual and gender minority/minorities (SGM) patients have documented health disparities related to chronic disease, mental health, sexually transmitted infections, substance use, and intimate partner violence that are exacerbated by stigma, trauma, and medical mistrust [1]
Individual characteristics: empowered, motivated institutional champions are key Individual characteristics that emerged were focused on the level of empowerment felt by interviewees in changing SGM curriculum in their academic setting
Summary
Gay, bisexual, transgender, queer, and intersex people—inclusively termed “sexual and gender minorities”—have unique health and health care needs that are not being met by most healthcare providers due to lack of training in health care professional schools. The purpose of this qualitative study was to examine implementation factors for advancing sexual and gender minority health professional student curricula in academic settings. Gay, bisexual, transgender, queer, and intersex people—inclusively termed “sexual and gender minorities” (SGM)—have unique health care needs not being met by most health care providers [1,2,3]. Learning interventions that focus on SGM health to improve pre-graduate student knowledge, attitudes, and behaviors regarding the unique needs of SGM patients are even fewer
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