Abstract
Sexual and gender minority (LGBT+) populations continue to experience worse health outcomes and reduced healthcare access compared to their cisgender, heterosexual counterparts, perpetuated by a lack of sufficient LGBT+-specific healthcare education within medical schools. Developing educational material that encourages self-reflective, proactive, and affirmative practice has been identified as a mechanism for increasing the quality of doctor-patient relationships and breaking down barriers in healthcare access for LGBT + communities. In this article, we provide twelve tips for those designing and delivering undergraduate and postgraduate medical curricula. We summarise evidence-based approaches to inclusive care, key overarching concepts that curricula should include and common issues to be avoided. We hope these tips provide a standard against which existing curricula and teaching practices can be appraised and form the basis of future educational material.
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No potential conflict of interest was reported by the author(s).
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Notes on contributors
Luke Muschialli
Luke Muschialli is associated with University of Cambridge, Cambridge, United Kingdom and UCL Medical School, UCL, London, United Kingdom.
Santino Coduri-Fulford
Santino Coduri-Fulford is associated with University Hospitals Sussex NHS Foundation Trust, Brighton and Hove, United Kingdom.
Zoë Garbett
Zoë Garbett is associated with North Central London Integrated Care Board, London, United Kingdom.
Dean J Connolly
Dean J. Connolly is associated with Faculty of Public Health and Policy, London School of Hygiene and Tropical Medicine, London, United Kingdom.