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المؤلفون: Jo J McCormack, Lynda J Ross, Narelle T Greenlees, Lana Mitchell, Sabrina Winona Pit, Lauren T. Williams
المصدر: BMC Medical Education, Vol 21, Iss 1, Pp 1-12 (2021)
BMC Medical Educationمصطلحات موضوعية: Rural Population, dietetics education, 030309 nutrition & dietetics, media_common.quotation_subject, Practicum, Education, 03 medical and health sciences, 0302 clinical medicine, Humans, 030212 general & internal medicine, Nutritionists, rural health, Students, placement design, Qualitative Research, media_common, 0303 health sciences, Medical education, Teamwork, work readiness, LC8-6691, Rural health, Research, General Medicine, Focus group, Special aspects of education, Local community, practicum, Preparedness, Workforce, clinical training, Medicine, Rural Health Services, Psychology, Qualitative research
الوصف: Background Clinical placement models that require students to relocate frequently can cause stress, which may impact the student experience and development of work-readiness skills. A blended placement, where placements are undertaken concurrently at one location has potential to address these issues by providing a positive placement experience. Blended long-stay placements undertaken in rural communities increase consistent service provision and may help encourage students to work rurally, with potential to reduce workforce shortages. The aim of this study was to pilot test the feasibility of blended placement models and explore the student experience and skills development. A secondary aim was to explore a fully blended long-stay rural placement and the benefits to the rural community. Methods An exploratory qualitative design was used. Focus groups were conducted with dietitian student who participated in usual placements (n = 14) or blended placements (n = 9). Individual semi-structured interviews were conducted with five student supervisors who participated in blended placements. Focus groups and interviews were recorded, transcribed verbatim and analysed together using inductive thematic analyses. Results The overarching theme across all blended model placements was ‘enhanced work-readiness’, including increased flexibility, organisational skills and better preparedness for mixed roles. Enhanced work-readiness was influenced by three themes: stress and wellbeing impacts learning, working in two areas of practice concurrently allows for deeper learning, and blended placements meet supervisor needs. Fully blended long-stay rural placements revealed additional benefits. Firstly, in relation to the overarching theme ‘enhanced work-readiness’: students on these placements also developed extra skills in innovation, social accountability, interprofessional collaboration, conflict resolution and teamwork. Secondly, a new overarching theme emerged for fully blended long-stay rural placements: ‘increased community connections’ which included additional health services delivery, deeper personal experience and more rewarding student-supervisor relationships. Thirdly, two extra themes emerged that influenced work-readiness and community impact: ‘local organisational support and resources’ and ‘enhanced innovative and interprofessional learning opportunities’. Conclusions Blended placements enhance work-readiness skills by providing an alternative model to that commonly applied, and providing flexibility in education programs. Additionally, fully blended long-stay rural placements positively influence the local community through impacting the student experience as well as providing more dietetics services and may therefore assist in reducing dietetics workforce shortages and health inequity.
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المؤلفون: Dein Vindigni, Madeleine Shanahan, Tom Molyneux
المصدر: BMC Medical Education, Vol 21, Iss 1, Pp 1-9 (2021)
BMC Medical Educationمصطلحات موضوعية: Radiography, education, Pilot Projects, 030218 nuclear medicine & medical imaging, Education, 03 medical and health sciences, 0302 clinical medicine, Resource (project management), ComputingMilieux_COMPUTERSANDEDUCATION, Humans, Students, Response rate (survey), Medical education, Descriptive statistics, Chiropractors, LC8-6691, business.industry, General Medicine, Chiropractic, Special aspects of education, Content analysis, 030220 oncology & carcinogenesis, Medicine, Observational study, Clinical Competence, business, Psychology, Clinical skills, Simulation, Research Article
الوصف: Background Virtual radiography provides students with an opportunity to practise their clinical skills in patient positioning and evaluating radiographic images. The purpose of this pilot study was to introduce Projection VR™, a software radiography simulation program, into a student chiropractic program and evaluate its potential application as a teaching and learning tool. Methods Undergraduate chiropractic students, enrolled in a radiographic course (unit within the chiropractic program), were invited to attend a scheduled laboratory where they were introduced to, and undertook purposefully designed activities using the radiography simulation. At the end of this activity, students were asked to complete an online survey (see Virtual Radiography Survey) to describe their experiences of the educational value of the software program. Descriptive statistics were used to evaluate outcomes. Content analysis was performed for free-text comments provided by respondents with key themes provided by the predetermined quantitative categories of the questionnaire. Results Responses were received from 44 out of the 47 students who attended the scheduled laboratory (response rate 92%). Overall students were positive about this simulation identifying that it was easy to use (95%) and that they could control the equipment as needed (95%). The main reported benefits included students being enabled to repeat tasks until they were satisfied with the results (98%) and being able to quickly assess images and determine if changes needed to be made (98%). Participants reported improvement in their understanding of the effect of exposure factors on patient radiation dose (93%) as well as their technical image evaluation (84%) and problem-solving skills (80%). Conclusions The results of this study suggest that virtual radiography is a valuable complementary resource in providing chiropractic students with radiographic knowledge and skills.
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المؤلفون: Mark Hayter, Maria Chiara Bassi, Giovanna Artioli, Luca Ghirotto, Silvia Di Leo, Margherita Raucci, Giovanna Amaducci, Laura Deiana, Francesco De Vincenzo
المصدر: BMC Medical Education, Vol 21, Iss 1, Pp 1-14 (2021)
BMC Medical Educationمصطلحات موضوعية: 020205 medical informatics, Health Personnel, Writing, Reflective writing, Health students, 02 engineering and technology, CINAHL, Education, 03 medical and health sciences, 0302 clinical medicine, Reflexivity, Health care, 0202 electrical engineering, electronic engineering, information engineering, Humans, 030212 general & internal medicine, Students, Curriculum, Medical education, LC8-6691, business.industry, Professional development, reflective writing, General Medicine, Special aspects of education, Health care education, Health professionals, Medicine, Clinical Competence, business, Psychology, Inclusion (education), qualitative meta-synthesis, Qualitative research, Research Article
الوصف: Background Reflective writing provides an opportunity for health professionals and students to learn from their mistakes, successes, anxieties, and worries that otherwise would remain disjointed and worthless. This systematic review addresses the following question: “What are the experiences of health professionals and students in applying reflective writing during their education and training?” Methods We performed a systematic review and meta-synthesis of qualitative studies. Our search comprised six electronic databases: MedLine, Embase, Cinahl, PsycINFO, Eric, and Scopus. Our initial search produced 1237 titles, excluding duplicates that we removed. After title and abstract screening, 17 articles met the inclusion criteria. We identified descriptive themes and the conceptual elements explaining the health professionals’ and students’ experience using reflective writing during their academic and in-service training by performing a meta-synthesis. Results We identified four main categories (and related sub-categories) through the meta-synthesis: reflection and reflexivity, accomplishing learning potential, building a philosophical and empathic approach, and identifying reflective writing feasibility. We placed the main categories into an interpretative model which explains the users’ experiences of reflective writing during their education and training. Reflective writing triggered reflection and reflexivity that allows, on the one hand, skills development, professional growth, and the ability to act on change; on the other hand, the acquisition of empathic attitudes and sensitivity towards one’s own and others’ emotions. Perceived barriers and impeding factors and facilitating ones, like timing and strategies for using reflective writing, were also identified. Conclusions The use of this learning methodology is crucial today because of the recognition of the increasing complexity of healthcare contexts requiring professionals to learn advanced skills beyond their clinical ones. Implementing reflective writing-based courses and training in university curricula and clinical contexts can benefit human and professional development.
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المؤلفون: Belinda J Anderson, Benjamin Kligler, Saikaew Dudla, Paul R. Marantz, Roni Evans, Brent Leininger
المصدر: BMC Medical Education, Vol 21, Iss 1, Pp 1-12 (2021)
BMC Medical Educationمصطلحات موضوعية: Health Knowledge, Attitudes, Practice, education, Evidence informed, Master s degree, Education, 03 medical and health sciences, 0302 clinical medicine, Clinical instruction, East Asian medicine, Degree program, Humans, 030212 general & internal medicine, Student training, Students, Curriculum, Licensure, Medicine, East Asian Traditional, Medical education, LC8-6691, Research, Acupuncture, General Medicine, Faculty, Special aspects of education, 030205 complementary & alternative medicine, Practice education, Evidence informed practice, Medicine, New York City, Psychology
الوصف: Background Between 2013 and 2018 Pacific College of Health and Science (formerly Pacific College of Oriental Medicine) trained faculty and developed curriculum in evidence informed practice (EIP), with support from a grant from the National Institutes of Health (NIH). A three-credit (45 h) Foundations of EIP course, and online EIP learning modules (developed as part of a previous NIH R25 award), were used for faculty and student training. In addition, EIP was incorporated into 73% of the East Asian medicine degree program. Clinical integration of EIP in the College clinic was enhanced by improving access to reference sources, including additional EIP-related questions to the patient intake forms, requiring the use of a patient-centered outcome instrument, and assessing students’ clinical EIP competencies. Methods Master’s degree students’ self-reported EIP skills, knowledge, attitudes and behaviors were assessed before and after taking the Foundations of EIP course using a 17-question paper-based survey with an additional open-ended comments section. The survey was administered in 29 courses across all three Pacific College campuses. Clinical faculty self-reported EIP instruction, focusing on the EIP content and instructional approaches that were utilized, was evaluated on the New York City campus using a paper-based survey before and after changes were made to enhance the clinical integration of EIP. Results A total of 1181 completed EIP-course surveys consisting of 657 pre-EIP course surveys and 524 post-EIP course surveys were analyzed. There was a statistically significant improvement in students’ EIP skills, knowledge and behaviors after completing the EIP course. Students’ perception of the importance of EIP was high before and after the EIP course. Little change in Faculty’s EIP-related clinical instruction was evident following the EIP-related changes that were made to the Clinic. Conclusion Our study suggests that the three-credit (45 h) EIP course was effective at improving the EIP skills, knowledge and behaviors of this group of East Asian medicine students who were undertaking a master’s degree that qualified them for licensure in acupuncture in the US. These students also demonstrated a high level of recognition for the importance of research and EIP both before and after the course. Training faculty clinical supervisors and providing greater access to evidence sources in the College clinic did not appear to increase EIP instructional activity.
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المؤلفون: Jieru Liu, Longmei Tang, Yuqi Yuan, Xiaofeng Sun, Yufan Duan, Yatian Liu, Ye Zhang
المصدر: BMC Medical Education, Vol 21, Iss 1, Pp 1-14 (2021)
BMC Medical Educationمصطلحات موضوعية: Male, medicine.medical_specialty, China, Universities, education, Personal Satisfaction, Education, 03 medical and health sciences, 0302 clinical medicine, Surveys and Questionnaires, medicine, Professional satisfaction, Humans, 030212 general & internal medicine, Students, health care economics and organizations, Medical education, University, 030504 nursing, Health professionals, LC8-6691, Public health, Research, General Medicine, Student employment, Special aspects of education, humanities, Health professional students, Test (assessment), Medicine, Female, 0305 other medical science, Psychology
الوصف: Background Professional satisfaction of health professional students can impact on their medical professional achievement. Understanding the professional satisfaction of health professional students and identifying its relative factors is beneficial to strengthen the professionalism education of health professional students, and provide solid foundation for future medical achievements. Methods A self-made questionnaire was used to survey undergraduate students of six medical universities in Hebei province. The survey included three aspects: students’ basic situation, professional selection and cognition, and basic situation of colleges. The Kruskal–Wallis H test was used to compare the professional satisfaction of students with different characteristics. All covariates were used in the ordinal logistics regression analysis to identify the independent factors associated with professional satisfaction. Results A total of 1238 (97.7%) students responded to the questionnaire in the survey, and 66.0% were women. Students with public health majors had decreased satisfaction compared with those with clinical-related majors. Professional satisfaction decreased among women compared with men. The non-first-choice students had lower professional satisfaction compared with the first-choice students. Students who chose their volunteer with the help of others had lower professional satisfaction compared with students who independently chose their volunteer. Students who did not understand the employment status had lower professional satisfaction compared with students who understood the employment status. Students with fewer employment prospects had lower professional satisfaction compared with students with bright employment prospects. Students generally dissatisfied with the canteen had lower professional satisfaction compared with students satisfied with the canteen. Students who were very satisfied or satisfied with teaching levels were more likely to have professional satisfaction. Conclusions The professional satisfaction of health professional undergraduates in Hebei province is high. Employment-related aspects and university environment influence professional satisfaction including canteens, understanding of employment status, teachers’ teaching level, etc., which are the main factors affecting professional satisfaction, but the factors such as student employment prospects and majors cannot be changed in the current environment.
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المؤلفون: Stephanie Daley, Yvonne Feeney, Sube Banerjee, Breda Flaherty
المصدر: BMC Medical Education, Vol 21, Iss 1, Pp 1-11 (2021)
BMC Medical Educationمصطلحات موضوعية: Healthcare education, Facilitators, 020205 medical informatics, education, lcsh:Medicine, 02 engineering and technology, Education, 03 medical and health sciences, 0302 clinical medicine, Health care, 0202 electrical engineering, electronic engineering, information engineering, medicine, Humans, Dementia, 030212 general & internal medicine, Students, Curriculum, Dementia education, Qualitative Research, Medical education, lcsh:LC8-6691, lcsh:Special aspects of education, business.industry, lcsh:R, Stakeholder, General Medicine, medicine.disease, Leadership, Scale (social sciences), Longitudinal, Health education, Thematic analysis, Psychology, business, Delivery of Health Care, Barriers, Research Article, Qualitative research, Curricular change
الوصف: Background As the numbers of people with dementia worldwide rises, there is a need for improved knowledge and awareness about the condition across the healthcare workforce. There are concerns that traditional models of healthcare education, which focus on short-term episodes of care, limit student understanding of long-term conditions. We therefore designed and delivered the Time for Dementia programme at five Universities in the UK. Through longitudinal contact with families living with dementia, healthcare students gain increased understanding about the experiences of living with dementia. However, implementing new educational models brings challenges. To enable implementation of similar programmes in other educational institutions, this study aimed to identify the common barriers and facilitators of implementing these types of longitudinal programmes at scale. Methods To understand the facilitators and barriers of implementing a longitudinal dementia educational programme, a qualitative study was completed. Between October and December 2018, twelve in-depth semi-structured interviews were completed with university teaching staff (n = 6), programme administrators (n = 4), and Alzheimer’s Society staff (n = 2) that had key responsibilities for implementing Time for Dementia. Interview questions explored participants experiences, the facilitators, and the challenges encountered when implementing the programme. Interviews were audio recorded, transcribed verbatim, and analysed using inductive thematic analysis. Results The analysis identified five key themes: “Leadership characteristics”, “Organisational and student buy-in”, “Perceived value and motivating factors”, “Team coalition and support”, and “Time and fit”. Implementation of the programme was enhanced by resilient leaders managing the challenges of curricular change. Their belief in the value of the programme, stakeholder buy-in, and supportive team working enabled challenges to be overcome. Workload was reduced and student buy-in increased as time progressed and as more resources became available. A flexible approach to implementation was recommended to ensure the programme fits within the established curriculum. Conclusion Curricular change is a challenging task, yet necessary, if we are to improve care for people with long term conditions such as dementia. This study highlights the common barriers and facilitators experienced when implementing a longitudinal educational programme at scale. The findings presented in this study can be used by other educational institutions to manage curricular change efforts.
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المؤلفون: Dorit Alt, Lior Naamati-Schneider
المصدر: BMC Medical Education, Vol 21, Iss 1, Pp 1-15 (2021)
BMC Medical Educationمصطلحات موضوعية: Computer science, Problem-based learning, Health management education, lcsh:Medicine, Self-Control, Education, Education, Distance, 03 medical and health sciences, Self-regulation of learning, Health care, Humans, Time management, Students, Curriculum, Goal setting, Accreditation, Medical education, lcsh:LC8-6691, 030504 nursing, lcsh:Special aspects of education, Concept map, business.industry, 05 social sciences, lcsh:R, 050301 education, General Medicine, Digital concept mapping, Active learning, 0305 other medical science, business, 0503 education, Research Article
الوصف: Background Self-regulation of learning is considered one of the key capabilities deemed essential for the healthcare system and its workers to cope successfully with the current challenges they are facing. Therefore, healthcare curricula are increasingly called upon to support self-regulation as a central learning outcome. With scant relevant publications describing how students of medicine and other healthcare professions regulate their learning, this study set out to design and assess a problem-based learning using digital concept mapping in an online course and to evaluate the set of connections between this intervention and Health Management students’ self-regulation of learning. Method Students of a Management of Health Service Organizations program (100) were presented with an ill-structured problem, relevant to their course content (accreditation process within hospitals) and were asked to argue for or against the implementation of the accreditation process. The participants were asked to detail five arguments to establish their decision by using Mindomo, a popular digital platform for designing concept maps. The students were given predefined criteria that allowed them to self-assess their maps. Data for the analysis were gathered by two measurements: Concept mapping for problem-based learning scale and the Online self-regulated learning scale and were analyzed by using Partial Least Squares - Structural Equation Modeling. Results The analyses showed that at the beginning of the process, students’ online self-regulation was found lower than at the end of the intervention, and only two self-regulation sub-factors: Goal setting and Task strategies, were positively linked to students’ perceptions of the intervention. After the intervention, the analyses showed that it increased the levels of four Online self-regulation sub-factors: Goal setting, Task strategies, Environment structuring, and Time management. Conclusions Teachers need to recognize and account for different types of learners and encourage and scaffold students’ effective use of self-regulation strategies. Low self-regulated learners might fail to see the advantages of concept mapping in problem-solving activities. Combining these teaching and learning tools together with the use of advanced technology in an online course that encourages active learning enables the development and acquisition of abilities of self-directed learning among students in the medical and health management professions.
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المؤلفون: Elaina DaLomba, Mary Jan Greer, Tore Bonsaksen, Saji Mansur
المصدر: BMC Medical Education, Vol 21, Iss 1, Pp 1-8 (2021)
BMC Medical Educationمصطلحات موضوعية: Occupational therapy, 030506 rehabilitation, medicine.medical_specialty, education, lcsh:Medicine, Graduate, learning, Education, 03 medical and health sciences, medicine, Humans, Students, Physical Therapy Modalities, Depression (differential diagnoses), Self-efficacy, lcsh:LC8-6691, lcsh:Special aspects of education, 05 social sciences, lcsh:R, 050301 education, General Medicine, Mental health, Self Efficacy, Cross-Sectional Studies, Scale (social sciences), Physical therapy, Anxiety, medicine.symptom, 0305 other medical science, Psychology, 0503 education, Research Article, Study skills
الوصف: This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. Background Occupational and physical therapy academic programs are rigorous. Increased rates of student anxiety and depression may impact learning. Data on student study skills, self-efficacy, and mental health is limited. This study explored relationships between students’ self-efficacy, mental health factors, and approaches to studying. Method A cross-sectional study was designed. Seventy-three students completed the Approaches and Study Skills Inventory for Students-Short Form, General Self-Efficacy Scale, and Mental Health Continuum-Short Form. Associations between predictors (education program, general self-efficacy and mental health) and ratings on the study approach scales were analyzed with multiple linear regression. Results Multiple regression models revealed associations between higher self-efficacy and higher ratings on the deep (β = 0.49, p
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المؤلفون: Silondile Luthuli, Paulin B. Mutombo, Anne Hatløy, Thorkild Tylleskär, Lyn Haskins, Ingunn Marie S. Engebretsen, Vaughn M. John, Christiane Horwood, Sphindile Mapumulo, Mapatano Mala Ali
المصدر: BMC Medical Education, Vol 21, Iss 1, Pp 1-11 (2021)
BMC Medical Educationمصطلحات موضوعية: Male, medicine.medical_specialty, Partnerships, Capacity Building, Epidemiology, Nutritional Sciences, media_common.quotation_subject, lcsh:Medicine, Education, 03 medical and health sciences, LMIC, 0302 clinical medicine, Resource (project management), Internship, medicine, ComputingMilieux_COMPUTERSANDEDUCATION, Research capacity, Humans, 030212 general & internal medicine, Sociology, Education, Graduate, Program Development, Students, Curriculum, media_common, Nutrition, Medical education, lcsh:LC8-6691, lcsh:Special aspects of education, Nutritional epidemiology, 030503 health policy & services, Public health, lcsh:R, DRC, General Medicine, North-south-south, Democracy, Leadership, Cross-Sectional Studies, Software deployment, General partnership, Africa, Democratic Republic of the Congo, Female, InformationSystems_MISCELLANEOUS, 0305 other medical science, Program Evaluation, Research Article
الوصف: Background Low- and Middle-income countries (LMIC) face considerable health and nutrition challenges, many of which can be addressed through strong academic leadership and robust research translated into evidence-based practice. A North-South-South partnership between three universities was established to implement a master’s programme in nutritional epidemiology at the Kinshasa School of Public Health (KSPH), Democratic Republic of Congo (DRC). The partnership aimed to develop academic leadership and research capacity in the field of nutrition in the DRC. In this article we describe the educational approach and processes used, and discuss successes, challenges, and lessons learned. Methods Self-administered questionnaires, which included both open and closed questions, were sent to all graduates and students on the master’s programme to explore students’ experiences and perceptions of all aspects of the educational programme. Quantitative data was analysed using frequencies, and a thematic approach was used to analyse responses to open-ended questions. Results A two-year master’s programme in Nutritional Epidemiology was established in 2014, and 40 students had graduated by 2020. Key elements included using principles of authentic learning, deployment of students for an internship at a rural residential research site, and support of selected students with bursaries. Academic staff from all partner universities participated in teaching and research supervision. The curriculum and teaching approach were well received by most students, although a number of challenges were identified. Most students reported benefits from the rural internship experience but were challenged by the isolation of the rural site, and felt unsupported by their supervisors, undermining students’ experiences and potentially the quality of the research. Financial barriers were also reported as challenges by students, even among those who received bursaries. Conclusion The partnership was successful in establishing a Master Programme in Nutritional Epidemiology increasing the number of nutrition researchers in the DRC. This approach could be used in other LMIC settings to address health and nutrition challenges.
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المؤلفون: Nicholas Tollemache, Carrie Llewellyn, Duncan Shrewsbury
المصدر: BMC Medical Education, Vol 21, Iss 1, Pp 1-12 (2021)
BMC Medical Educationمصطلحات موضوعية: Male, Medical education, Adolescent, 020205 medical informatics, Sexual Behavior, education, lcsh:Medicine, 02 engineering and technology, Transgender Persons, Education, Sexual and Gender Minorities, 03 medical and health sciences, 0302 clinical medicine, Pregnancy, Transgender, Health care, 0202 electrical engineering, electronic engineering, information engineering, Humans, LGBTQ+ / lesbian, gay, bisexual, trans, queer, 030212 general & internal medicine, Students, Curriculum, Health inequalities, Inclusion, lcsh:LC8-6691, lcsh:Special aspects of education, business.industry, Healthcare, lcsh:R, Gender Identity, General Medicine, United Kingdom, Cross-Sectional Studies, Sexual orientation, Queer, Female, Lesbian, business, Psychology, Inclusion (education), Education, Medical, Undergraduate, Research Article, Adolescent health
الوصف: Background Lesbian, Gay, Bisexual, and Transgender (LGBT) individuals are more likely to have negative healthcare experiences and worse health outcomes when compared with their heterosexual and cisgender counterparts. A key recommendation of the 2018 Stonewall-commissioned “LGBT in Britain” report was that the curricula, standards, and training provided by medical schools should be reviewed in order to encompass mandatory teaching about LGBT health inequalities and discrimination, LGBT-inclusive care and the use of appropriate language. The aim of our study was to conduct an in-depth national review of the content of LGBT teaching within the curricula of UK Medical Schools. Methods Course leads at all 37 UK Medical Schools with students currently enrolled in a primary undergraduate medical training course were asked between December 2019–March 2020 to complete a cross-sectional online survey comprised of 30 questions; divided into three sections relating to the current LGBT teaching (Part 1), any planned or future LGBT teaching (Part 2), and the opinions of the survey respondent about the coverage of LGBT topics (Part 3) at their institution. Responses were analysed using descriptive statistics. Results Questionnaires were received from 19/37 institutions (response rate: 51%). The median estimated number of hours of LGBT-teaching across the entire undergraduate course was 11.0 (IQR: 12.25). Teaching on LGBT mental health, gender identity, sexual orientation, awareness of LGBT-health inequalities, and LGBT discrimination in healthcare were reported by almost all respondents, whilst maternity and childbirth, chronic disease and LGBT adolescent health were least represented within the curriculum. Almost all (18 medical schools; 95%) responding institutions were considering implementing new LGBT teaching within the next three academic years. A lack of space within the curriculum is a universally reported barrier to the implementation of LGBT teaching. Only 5 (26%) survey respondents consider their institution’s current coverage of LGBT topics to be “Good” or “Very good”. Conclusion Our study demonstrates a significant variation in the amount and breadth of content within the undergraduate curricula of UK medical schools. Recommendations for increasing the quantity and quality of LGBT content are provided, based upon areas of good practice.
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