Document Type

Paper

Publication Date

2026

Abstract

Due to persistent barriers in the medical system, LGBTQIA2S+ people in America face harmful healthcare disparities. Healthcare providers’ ability to work with LGBTQIA2S+ patients is a critical component of mitigating this harm. While forms of provider education have begun to address the need for culturally compassionate LGBTQIA2S+ medical care, there appears to be an underutilized opportunity to introduce these concepts in undergraduate settings. By providing an early introduction to LGBTQIA2S+ compassionate care, undergraduate institutions can better equip aspiring medical students to serve people with diverse sexualities and gender identities, improving provider competency and contributing to a more equitable healthcare system. This study explores why provider education on this topic is critical and how undergraduate settings can provide entry into increased awareness. It also examines the LGBTQIA2S+ education currently available in Minnesota medical schools. The work culminates in the creation of a model undergraduate training on LGBTQIA2S+ care to exemplify this educational method’s potential. The study concludes with a reflection on how these insights could be broadly instituted to address the roots of systemic health disparities. By implementing cultural care practices, such as this early education on LGBTQIA2S+ care, healthcare facilities can mitigate the health disparities marginalized groups face and work toward a healthier and more equitable future for all.

Comments

This work was presented at the Undergraduate Research Symposium

Primo Type

Text Resource

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