Teaching Equity Early: The Role of Undergraduate Education in Improving LGBTQIA2S+ Medical Care
Location
John Q. Imholte Hall, Room #101
Event Website
https://2026undergraduateresearchsy.sched.com/event/2Ix7s/teaching-equity-early-the-role-of-undergraduate-education-in-improving-lgbtqia2s+-medical-care
Start Date
15-4-2026 4:00 PM
End Date
15-4-2026 4:30 PM
Description
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 existing literature to highlight why provider education on this topic is critical and how undergraduate settings can increase provider awareness. It also reviews the LGBTQIA2S+ education that Minnesota medical schools currently report offering. The work culminates in 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 systemic health disparities. By implementing cultural care practices, such as this early education on LGBTQIA2S+ care, undergraduate institutions can mitigate the health disparities marginalized groups face and work toward a healthier and more equitable future for all.
Publication Date
2026
Teaching Equity Early: The Role of Undergraduate Education in Improving LGBTQIA2S+ Medical Care
John Q. Imholte Hall, Room #101
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 existing literature to highlight why provider education on this topic is critical and how undergraduate settings can increase provider awareness. It also reviews the LGBTQIA2S+ education that Minnesota medical schools currently report offering. The work culminates in 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 systemic health disparities. By implementing cultural care practices, such as this early education on LGBTQIA2S+ care, undergraduate institutions can mitigate the health disparities marginalized groups face and work toward a healthier and more equitable future for all.
https://digitalcommons.morris.umn.edu/urs_event/2026/oralpresentations/12