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A National Audit of Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual Inclusive Practice Curriculum Content in Australian Tertiary Medicine Programs.

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Τίτλος: A National Audit of Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual Inclusive Practice Curriculum Content in Australian Tertiary Medicine Programs.
Συγγραφείς: Moss H; The Kids Research Institute Australia, Perth, Australia., Wilcox H; School of Medicine, University of Western Australia, Perth, Australia., Ohan JL; The Kids Research Institute Australia, Perth, Australia.; School of Psychological Science, University of Western Australia, Perth, Australia., Strauss P; The Kids Research Institute Australia, Perth, Australia.; School of Population and Global Health, University of Western Australia, Perth, Australia., Morgan HA; The Kids Research Institute Australia, Perth, Australia., Hird K; The Kids Research Institute Australia, Perth, Australia., Perry Y; The Kids Research Institute Australia, Perth, Australia.; Centre for Child Health Research, University of Western Australia, Perth, Australia.; Australian Research Centre in Sex, Health and Society, La Trobe University, Melbourne, Australia.
Πηγή: LGBT health [LGBT Health] 2026 Oct; Vol. 13 (7), pp. 438-447. Date of Electronic Publication: 2026 Sep 09.
Τύπος έκδοσης: Journal Article
Γλώσσα: English
Στοιχεία περιοδικού: Publisher: Mary Ann Liebert, Inc. publishers Country of Publication: United States NLM ID: 101616707 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 2325-8306 (Electronic) Linking ISSN: 23258292 NLM ISO Abbreviation: LGBT Health Subsets: MEDLINE
Imprint Name(s): Original Publication: New Rochelle, NY : Mary Ann Liebert, Inc. publishers, [2014]-
Ιατρικοί όροι (MeSH): Curriculum* , Sexual and Gender Minorities*, Humans ; Australia ; Female ; Cross-Sectional Studies ; Male ; Surveys and Questionnaires
Περίληψη: Purpose: This study aimed to describe current lesbian, gay, bisexual, transgender, queer, intersex, and asexual people and those with other diverse sexualities or genders (LGBTQIA+) curriculum content in Australian medical programs, as well as methods for development and improvement of inclusive practice content.
Methods: The study utilized a cross-sectional, mixed-methods online survey design of course directors of Australian Medical Council-accredited medical programs (a qualification from these programs leads to general registration as a medical practitioner [doctor] in Australia). In 2024, N = 15 of 22 (68%) eligible programs completed the 21-item survey. Key content within the survey included duration of dedicated content, mode of delivery, coverage of 36 content areas, and identification of strategies for improvement of content. Descriptive statistics were calculated, and open-text responses were reviewed descriptively to contextualize the quantitative findings.
Results: The number of hours of LGBTQIA+ curriculum content delivered ranged from 3 to 40 (median = 10, interquartile range = 6-10), with most (80%) of programs interspersing content throughout the curriculum, rather than providing dedicated modules. The most frequently taught content areas in compulsory curricula included defining common sexuality and gender terms (93%), using LGBTQIA+ inclusive language (80%), and social/legal gender affirmation (80%). Content regarding the health of people with innate variations of sex characteristics was least commonly taught. Overall, respondents described coverage of LGBTQIA+ content in their programs as fair to good.
Conclusion: Although LGBTQIA+ curriculum content in Australian medical programs has increased over time, its delivery, duration, and scope remain variable. Inclusion of LGBTQIA+ specific competencies in future competency frameworks will ensure more consistent and effective delivery of inclusive practice training and care.
Competing Interests: Declaration of Conflicting InterestThe authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Contributed Indexing: Keywords: LGBTQIA+; curriculum; health care; inclusive practice; medicine
Entry Date(s): Date Created: 20260909 Date Completed: 20260922 Latest Revision: 20260922
Update Code: 20260923
DOI: 10.1177/23258292261486038
PMID: 42714922
Βάση Δεδομένων: MEDLINE
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  Data: A National Audit of Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual Inclusive Practice Curriculum Content in Australian Tertiary Medicine Programs.
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  Data: <searchLink fieldCode="AU" term="%22Moss+H%22">Moss H</searchLink>; The Kids Research Institute Australia, Perth, Australia.<br /><searchLink fieldCode="AU" term="%22Wilcox+H%22">Wilcox H</searchLink>; School of Medicine, University of Western Australia, Perth, Australia.<br /><searchLink fieldCode="AU" term="%22Ohan+JL%22">Ohan JL</searchLink>; The Kids Research Institute Australia, Perth, Australia.; School of Psychological Science, University of Western Australia, Perth, Australia.<br /><searchLink fieldCode="AU" term="%22Strauss+P%22">Strauss P</searchLink>; The Kids Research Institute Australia, Perth, Australia.; School of Population and Global Health, University of Western Australia, Perth, Australia.<br /><searchLink fieldCode="AU" term="%22Morgan+HA%22">Morgan HA</searchLink>; The Kids Research Institute Australia, Perth, Australia.<br /><searchLink fieldCode="AU" term="%22Hird+K%22">Hird K</searchLink>; The Kids Research Institute Australia, Perth, Australia.<br /><searchLink fieldCode="AU" term="%22Perry+Y%22">Perry Y</searchLink>; The Kids Research Institute Australia, Perth, Australia.; Centre for Child Health Research, University of Western Australia, Perth, Australia.; Australian Research Centre in Sex, Health and Society, La Trobe University, Melbourne, Australia.
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  Data: <searchLink fieldCode="JN" term="%22101616707%22">LGBT health</searchLink> [LGBT Health] 2026 Oct; Vol. 13 (7), pp. 438-447. <i>Date of Electronic Publication: </i>2026 Sep 09.
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  Data: <searchLink fieldCode="MM" term="%22Curriculum%22">Curriculum*</searchLink> <br /><searchLink fieldCode="MM" term="%22Sexual+and+Gender+Minorities%22">Sexual and Gender Minorities*</searchLink><br /><searchLink fieldCode="MH" term="%22Humans%22">Humans</searchLink> ; <searchLink fieldCode="MH" term="%22Australia%22">Australia</searchLink> ; <searchLink fieldCode="MH" term="%22Female%22">Female</searchLink> ; <searchLink fieldCode="MH" term="%22Cross-Sectional+Studies%22">Cross-Sectional Studies</searchLink> ; <searchLink fieldCode="MH" term="%22Male%22">Male</searchLink> ; <searchLink fieldCode="MH" term="%22Surveys+and+Questionnaires%22">Surveys and Questionnaires</searchLink>
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  Data: Purpose: This study aimed to describe current lesbian, gay, bisexual, transgender, queer, intersex, and asexual people and those with other diverse sexualities or genders (LGBTQIA+) curriculum content in Australian medical programs, as well as methods for development and improvement of inclusive practice content.<br />Methods: The study utilized a cross-sectional, mixed-methods online survey design of course directors of Australian Medical Council-accredited medical programs (a qualification from these programs leads to general registration as a medical practitioner [doctor] in Australia). In 2024, N = 15 of 22 (68%) eligible programs completed the 21-item survey. Key content within the survey included duration of dedicated content, mode of delivery, coverage of 36 content areas, and identification of strategies for improvement of content. Descriptive statistics were calculated, and open-text responses were reviewed descriptively to contextualize the quantitative findings.<br />Results: The number of hours of LGBTQIA+ curriculum content delivered ranged from 3 to 40 (median = 10, interquartile range = 6-10), with most (80%) of programs interspersing content throughout the curriculum, rather than providing dedicated modules. The most frequently taught content areas in compulsory curricula included defining common sexuality and gender terms (93%), using LGBTQIA+ inclusive language (80%), and social/legal gender affirmation (80%). Content regarding the health of people with innate variations of sex characteristics was least commonly taught. Overall, respondents described coverage of LGBTQIA+ content in their programs as fair to good.<br />Conclusion: Although LGBTQIA+ curriculum content in Australian medical programs has increased over time, its delivery, duration, and scope remain variable. Inclusion of LGBTQIA+ specific competencies in future competency frameworks will ensure more consistent and effective delivery of inclusive practice training and care.
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  Data: Declaration of Conflicting InterestThe authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
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  Data: <i>Keywords: </i>LGBTQIA+; curriculum; health care; inclusive practice; medicine
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