New curriculum assessment tool can improve medical education about sexual and gender minority (LGBTQI) populations

Medical education aspires to mitigate bias in future professionals by providing a robust curriculum that includes perspectives and practices for caring for sexual and gender minority (SGM) populations, including lesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI) persons. To provide medical schools with a more systematic, uniform approach to teaching these topics in their curriculum, the Association of American Medical Colleges (AAMC) in 2014 published 30 SGM competencies and topics that curricula should address. However, implementation of these ideals remains challenging.