Despite the risk of inconsistent terminology, this study uses the more inclusive LGBTQ+ term whenever possible. These topics may be effectively woven into existing curricula, making it an attainable goal to increase the competency of entry-level PTs to assist in meeting the American Physical Therapy Association's mandate to provide nondiscriminatory care.

The purpose of our study was to determine to what degree LGBTQ health education and training is integrated into Doctor of Physical Therapy (DPT) program curricula. Recommendations for improving sexual health curricula in medical schools: Results from a two-arm study collecting data from patients and medical students. hours was used to represent a respondent who selected “1–2 hours” in response to the question “In your opinion, how many didactic hours per year should be devoted to equitable care for LGBTQ patients? Data from the 2009 Lambda Legal Health Care Fairness survey (n = 4,916) showed that nearly 56% of LGB and 70% of transgender/gender–nonconforming people reported experiencing at least one type of discrimination in care, alienating these populations from the health care system and perpetuating documented disparities. LGBT individuals experience serious health and psychosocial disparities; moreover, these inequalities can be amplified when other aspects of diversity such as race, ethnicity, age, gender, religion, disability, and socioeconomic status intersect with sexual orientation and gender identity (Institute of Medicine [IOM], 2011).

It cannot be assumed that DPT students innately possess this foundational principle of physical therapy practice. The Atlas made visible some of the rich and connected histories in Los Angeles, highlighting publicly important collections held at ONE eg. Participants role played coming out to a health care provider, engaged with a panel of LGBTQ patients to discuss interactions with providers, and actively reflected on personal beliefs and biases through journaling and dialogue. This special issue explores LGBT clinical competence, professional training, and ethical care within an interdisciplinary context and, to our knowledge, represents the first attempt to address LGBT clinical competence from a multidisciplinary health care perspective. The exhibition and accompanying events brought the ONE Archives to new audiences, through public programming, and in particular the window installation visible from the street in WeHo.

It is not meant to and cannot substitute for advice or care provided by an in-person medical professional. b Department of Psychiatry and Health Behavior, Medical College of Georgia , Augusta University , Augusta , Georgia , USA.Our qualitative analysis suggests that programs are not sure where to place this content in the curriculum, resulting in significant variation in pedagogy, topics, and approaches to curricular inclusion. The survey, accessed through an anonymous link created with Google Forms, was addressed to the directors of physical therapist education programs accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE). The survey gathered information on the current and optimal number of curricular hours spent on equitable care for LGBTQ patients and perceived barriers to inclusion of LGBTQ curriculum. Data, time, method and investigator triangulation were used to identify and corroborate emerging themes.

The session addressed LGBTQ-focused health needs such as lifelong hormonal therapy, routine health screenings based on sex assigned at birth rather than gender identity, surgical intervention options, and current coverage for health services. Beyond asking that respondents abstain from filling out a second survey, there was no control mechanism for duplicates. Reporting the number of didactic hours, 36% selected zero hours, 29% selected 1–2 hours, 21% selected 2–5 hours, and 1. It's great that you're already thinking about things like making sure you and a future partner are safe during sex.One limitation of this study stems from collecting data during 2 academic years to increase the sample size. To access additional valuable information from the survey questions that had “ yes, no, I don't know” response options, participants were given the opportunity to further describe their curriculum with the addition of an open-ended question, “If yes, please describe. Respondents' assessment of professional and personal risk was influenced by the presence of identifiable supports, curricula inclusive of gay and lesbian sexuality and health issues and effective policies censuring discrimination based on sexual orientation. If a single faculty member is designated or offers to teach all the LGBTQ+ population–specific content across courses and levels, it becomes quite time consuming. A qualitative content analysis 30,31 was conducted on the “If yes, please describe” responses given to the following curriculum related questions: “Did your program present didactic lecture(s) focused on LGBTQ health issues?