Integrating lesbian, gay, bisexual, transgender, and queer (LGBTQ) competency into the dental school curriculum

Abstract

AbstractBackgroundDecreasing healthcare disparities in marginalized communities requires healthcare providers who understand and appreciate social, economic, and cultural backgrounds. This includes care and education focused on individuals who identify as lesbian, gay, bisexual, transgender, or queer (LGBTQ).MethodsThis study examined dental students’ and residents’ self‐reported clinical preparedness, prejudicial attitudes (implicit and explicit), and knowledge of health disparities that exist in the LGBTQ community using the Lesbian, Gay, Bisexual, Transgender Development of Clinical Skills Scale (LGBT‐DOCSS) prior to and after the presentation of an LGBTQ competency course.ResultsA total of 178 dental students at a private US dental school ranging from D1 to first‐year postdoctoral residency participated in the course and completed both pre‐course survey and post‐course survey. Sixty‐seven percent of the students reported having formal training in LGBTQ competency prior to completing the pre‐training survey. The results of the LGBT‐DOCSS in this population following intervention training revealed an increased feeling of clinical preparedness in treating LGBTQ patients, decreased bias toward LGBTQ, and increased knowledge of health disparities in the LGBTQ community. A more significant percentage of male respondents self‐reported prejudicial beliefs. Knowledge of LGBTQ health issues increased significantly among pre‐clinical students.ConclusionIntroducing an early intervention LGBTQ competency course in the dental curriculum is an effective method of improving students’ awareness and self‐confidence in working with LGBTQ patients while decreasing biases that may have existed prior to a training course.