LGBTQ+ curriculum content and delivery in PT education: A mixed-methods study

Introduction: Lesbian, gay, bisexual, transgender, questioning or queer, intersex, asexual, + all inclusive (LGBTQ+) populations have known health disparities. Even where disparities are not known, it is clear that the population has unique health concerns that require a specific approach to appropriate examination and care. Previous studies examining LGBTQ+ curricula within health professions programs have found variability in content, delivery methods, and the number of hours devoted to its study. This variability has the potential to result in differences in student knowledge, competency, and confidence in working with patients from this population. The aim of this mixed-methods research was to describe the current state of LGBTQ+ curricula in PT education. Subjects: Faculty in CAPTE-accredited and developing PT and PTA programs who teach or are developing LGBTQ+ content. Methods: This study used an exploratory sequential mixed-methods design. Phase I included focus groups followed by in vivo coding for thematic identification. Using the results from Phase I, a quantitative survey was developed and distributed for Phase II. Quantitative data analysis was performed using descriptive statistics. Results : Phase I results indicated faculty strongly feel LGBTQ+ content is critical for clinical development. They also feel the current curriculum is not adequately preparing student clinicians. Phase II results indicated wide variety in breadth and depth of content and confirmed minimal opportunity for clinical skill development. Additionally, few participants reported development of specific learning objectives and assessment. Discussion and Conclusio n: With wide variety in the instructional methods used and LGBTQ+ content provided; students may be missing critical knowledge necessary to provide competent care. To improve the quality of LGBTQ+ curricula PT educators need to begin connecting skills acquisition to the content provided through explicit learning outcomes and assessment.