Abstract
BACKGROUND Lesbian, gay, bisexual and transgender (LGBT) individuals experience healthcare disparities related to their physical, mental, behavioral, and sexual health. Educating medical students about how to address this public health issue is a priority of the Association of American Medical Colleges and all medical schools across the country. Yet, the training to care for LGBT patients has been inconsistent, and it is unknown how comprehensively these competencies are being addressed at the two allopathic medical schools in West Virginia (WV). METHODS An online questionnaire was distributed to medical students at the two allopathic medical schools in WV to evaluate perceptions of the curricula with respect to care for LGBT patients. RESULTS Medical students (N-91) felt prepared to address 9 of 16 LGBT-specific subject areas. The majority of students felt prepared to discuss sexual orientation (64/91; 70.3%) and human immunodeficiency virus (60/91; 65.9%). Fewer students felt prepared to discuss sex-reassignment surgery (17/91; 18.7%) and transitioning (21/91; 23.1%). Overall, 82.4% of respondents reported feeling "comfortable" or "somewhat comfortable" with LGBT health issues. Medical school education helped 59.3% of respondents feel "more comfortable" and 65,9% of respondents feel "more prepared" to provide medical care to LGBT patients. CONCLUSION Our data suggests that medical school curricula in WV has increased student-rated comfort and preparedness in providing medical care to LGBT patients, but should be further developed and standardized to reduce the perceived knowledge gaps.
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