A Call for LGBTQ Content in Graduate Medical Education Program Requirements

Acad Med. 2021 Jun 1;96(6):828-835. doi: 10.1097/ACM.0000000000003581.


A well-developed body of literature demonstrates that lesbian, gay, bisexual, transgender, and queer (LGBTQ) individuals experience poorer health outcomes and report worse health care experiences than straight/cisgender individuals. Many reforms since 2010 have addressed the LGBTQ-related education of future health care professionals at the undergraduate medical education (UME) level; however, reforms at the graduate medical education (GME) level are lagging, and new literature suggests that didactic education at the UME level is not enough to prepare future physicians to properly and compassionately care for LGBTQ patients. Recently, the Accreditation Council for Graduate Medical Education (ACGME) implemented a major revision of its Common Program Requirements that requires residents to demonstrate, as a competence, respect and responsiveness to diverse populations. Given these revisions and the ongoing failure of many GME training programs to adequately prepare future physicians to care for LGBTQ patients, the authors argue that now is the time for the ACGME to develop and implement LGBTQ health-related residency requirements. In addition, the authors outline a path by which the academic medical community may develop and implement these requirements.

MeSH terms

  • Education, Medical, Graduate / trends*
  • Female
  • Health Status Disparities
  • Healthcare Disparities
  • Humans
  • Male
  • Minority Health / education*
  • Sexual Health / education*
  • Sexual and Gender Minorities*
  • Specialty Boards
  • United States