A Student-Led Introduction to Lesbian, Gay, Bisexual, and Transgender Health for First-Year Medical Students

BACKGROUND AND OBJECTIVES: Lesbian, gay, bisexual, and transgender (LGBT) individuals face significant health disparities. This is in part because many physicians are not sensitive to, and/or are underprepared to address, LGBT-specific concerns. To help meet this need, we, a group of second-and fourth-year medical students with faculty oversight, organized a session on LGBT health for first-year medical students. METHODS: The three second-year and one fourth-year student authors designed a mandatory session for the 167 first-years at Case Western Reserve University School of Medicine in Cleveland, OH. The 2-hour session consisted of a student-delivered presentation, a patient panel, and a small-group session. Students' LGBT health knowledge and confidence in providing care were assessed anonymously before and after the session, and individuals' pre-and post-session assessments were paired using student-generated identifiers. RESULTS: A total of 73 complete, matched pre-/post-session assessments were received. Students' familiarity with LGBT terminology and demographics increased significantly after the session. Students' perceived preparedness and comfort in providing LGBT-specific care significantly improved in most areas as well. Students strongly praised the session, in particular the patient panel. CONCLUSION: A student-led educational session on LGBT health can effectively improve first-year medical students' LGBT knowledge and confidence to provide care.