An Analysis of Lesbian, Gay, Bisexual, Transgender, and Queer Curricula Inclusion: A National Study of Physician Assistant Programs

Quinnette Jones; Heather Batchelder; Mara Sanchez; Joanne Rolls

doi:10.1097/JPA.0000000000000584

An Analysis of Lesbian, Gay, Bisexual, Transgender, and Queer Curricula Inclusion: A National Study of Physician Assistant Programs

J Physician Assist Educ. 2024 Apr 30. doi: 10.1097/JPA.0000000000000584. Online ahead of print.

Authors

Quinnette Jones^{1

2

3

4}, Heather Batchelder^{1

2

3

4}, Mara Sanchez^{1

2

3

4}, Joanne Rolls^{1

2

3

4}

Affiliations

¹ Quinnette Jones, MSW, LCSW, MHS, PA-C, is an associate professor in the Department of Family Medicine and Community Health, Duke University, PA Program, Durham, North Carolina.
² Heather Batchelder, MA, LPA, HSP-PA, is a research program leader in the Department of Family Medicine and Community Health, Duke University, Durham, North Carolina.
³ Mara Sanchez, MMS, RD, PA-C, is a consulting faculty in the Department of Family Medicine and Community Health, Duke University, Durham, North Carolina.
⁴ Joanne Rolls, MEHP, MPAS, PA-C, is an associate professor (Clinical) in the Department of Family and Preventative Medicine, University of Utah School of Medicine, Salt Lake City, Utah.

PMID: 38684096
DOI: 10.1097/JPA.0000000000000584

Abstract

Introduction: The health professions education literature shows an increased focus on inclusion of lesbian, gay, bisexual, transgender, and queer (LGBTQ) content in curricula; however, it does not address hours of content or methods for content delivery. The purpose of this study was to describe the delivery of LGBTQ content in physician assistant (PA) education through a national survey of PA programs.

Methods: In 2021, a national program survey was sent to all US-accredited PA Programs (n = 284) and had a completion rate of 71.8% (n = 204). Descriptive statistics were conducted to describe trends and make comparisons in the delivery of LGBTQ content.

Results: Most PA programs are incorporating LGBTQ content into preclinical phases of PA education (81%) and describe that LGBTQ curricula align with institutional values (82%). Most report 1 to 3 hours of preclinical education for all LGBTQ population groups and cite medical interviewing courses as the most frequently used course to address LGTBQ care. Many programs (43%) do not provide instructional hours on LGBTQ content in the clinical phase, and the majority do not offer clinical rotations focused on this care. The results show variability in the level of preparedness that programs report on their students caring for LGBTQ populations.

Discussion: Physician assistant programs are generally integrating the content throughout their didactic curricula; however, few offer clinical experiences focused on caring for patients who are LGBTQ. Offering clinical experiences and assessing student competencies are areas of growth in health professions education as related to LGBTQ health.