LGBT Medical Education Research Group

Lesbian, Gay, Bisexual, & Transgender Medical Education Assessment (LGBT-MEA)

ParticipatE in groundbreaking researcH !

All D.O. and M.D. medical students at all medical schools in Canada and the United States are invited to participate in Phase 2 (Students) of the LGBT Medical Education Assessment (LGBT-MEA), a study to identify the depth, breadth, and efficacy of LGBT medical education. Participation from ALL medical students regardless of sex, gender identity, gender expression, sexual orientation, personal beliefs, or subject knowledge is needed. If you are a current D.O. or M.D. student (or a 2009 graduate), please CLICK HERE to participate.

Looking for materials (electronic or physical) to distribute at your medical school to encourage participation in the LGBT-MEA? CLICK HERE for flyers to print or e-mail as well as sample e-mails you can use at your school.

Phase 1 (Deans) of the LGBT Medical Education Assessment (LGBT-MEA) is also live in Canada and the United States. If you would like your institution to participate in this unique study, please complete this form with the name, e-mail address, and telephone number of your institution's Dean of Medical Education (or equivalent).

Project Aims

  1. Assess the breadth and depth of medical education with respect to caring for LGBT people.
  2. Develop practical tools that medical schools can use to evaluate and improve their curricula.

Project Overview

Phase One: A web-based survey administered to administrators (i.e., Deans of Medical Education) of all medical schools will determine current practices, curricular goals, and the process of curricular development and implementation. "Common denominators" (curriculum topics taught at many schools), "best practices" (most effective/complete LGBT curricula), and frequently encountered challenges to teaching LGBT-specific content will be determined.

Phase Two: Another web-based survey administered to students at all medical schools will assess their exposure to LGBT-related issues, their knowledge related to competent care for LGBT patients, and their comfort in caring for LGBT patients.  Curricular efficacy will be assessed based on proposed standard criteria for LGBT competent care, developed based on precedent and expert opinion, and the students’ perspective on their schools' curricula will be assessed. Large-scale trends in successes and challenges with student LGBT competency will be analyzed

Phase Three: The development of the Stanford Medical Education Measurement of Equality (MEME) tool will enable medical schools to assess comfort and competency of students in caring for LGBT patients and can be used by medical schools for internal evaluation. Ideally, other organizations will develop and provide curricula that can be integrated with this evaluation instrument, allowing schools to target and address their curricular gaps efficiently. MEME may also be used to support longitudinal comparisons of the efficacy of educational interventions to improve medical students’ competency to care for the LGBT communities and will help realize the AAMC’s recommendation that all schools “ensure that students master the knowledge, skills, and attitudes necessary to provide excellent, comprehensive care for GLBT patients” (AAMC Recommendations for GLBT Students and Patients, 2007).

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