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Research Letter
March 28, 2018

Paucity of Lesbian, Gay, Bisexual, and Transgender Health-Related Content in the Basic Dermatology Curriculum

Author Affiliations
  • 1Geisel School of Medicine, Dartmouth College, Hanover, New Hampshire
  • 2Department of Dermatology, Kaiser Permanente, San Francisco, California
JAMA Dermatol. Published online March 28, 2018. doi:10.1001/jamadermatol.2017.6531

Lesbian, gay, bisexual, and transgender (LGBT) persons in the United States account for 2.2% to 4.0%1 of the population and face considerable health disparities, generally and specifically related to dermatology.2-4 According to Healthy People 2020, the federal government’s public health agenda, these disparities partially arise from a shortage of health care professionals who are knowledgeable and culturally competent in LGBT health.2 Mitigating LGBT health disparities is a focus of Healthy People 2020 and the Association of American Medical Colleges (AAMC).2,5 The AAMC guidelines recommend that medical schools integrate LGBT health-related competencies throughout their curricula, especially through use of clinical scenarios that incorporate discussion points specific to this population.5 We investigated the extent to which an online dermatology curriculum for medical students incorporated LGBT health-related content.

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