Improving Clinical Education and Training on Sexual and Gender Minority Health


Purpose of Review

Sexual and gender minority (SGM) populations, including lesbian, gay, bisexual, transgender, and queer (LGBTQ) individuals, continue to experience significant health and healthcare disparities. One mechanism proposed to address these disparities is improving the education of healthcare professionals. This narrative review summarizes recent trends specifically in medical education related to LGBTQ/SGM populations and highlights examples of curricular innovations.

Recent Findings

Efforts are described in all levels of medical education. The predominant contributions to literature include documenting the current state of education and patient care, including further defining gaps. There are many reports of educational efforts in various institutions, with reports of outcomes mostly in the domain of activity acceptability and learner self-efficacy. Interventions have been developed by both faculty and learners with broad acceptability and perceived value.


Existing publications continue to point out needed research in LGBTQ/SGM medical education. We also identify areas for additional innovation efforts.

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Correspondence to John A. Davis.

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This article is part of the Topical Collection on Sexual Orientation and Identity

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Streed, C.G., Davis, J.A. Improving Clinical Education and Training on Sexual and Gender Minority Health. Curr Sex Health Rep 10, 273–280 (2018).

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  • Sexual and gender minority (SGM)
  • Medical education
  • Graduate medical education
  • Lesbian
  • Gay
  • Bisexual
  • Transgender