Evaluating Lesbian; Gay; Bisexual; and Transgender (LGBT) Patient Representation in Pharmacy School Curricula

Abstract

Specific Aims/Purpose: To 1) quantify hours devoted to lesbian, gay, bisexual, and transgender (LGBT)-related content, 2) identify the most frequently covered topics, and 3) determine Curricula Chairs' perception of the quality of their institutions' LGBT-related educational content in Doctor of Pharmacy (PharmD) programs in the United States (US). Methods: Between March 1, 2019 and May 1, 2019, Curriculum Chairs (or equivalent) from accredited schools of pharmacy throughout the US were invited to complete an anonymous 14-item web-based questionnaire to capture the quantity and quality of LGBT health curricular content at each school. Main Results: Of the 137 accredited pharmacy schools in the US enrolling students at the survey's initiation, a total of 21 completed the survey (15.3%). Amongst respondents, the mean reported time spent teaching LGBT-related content in the entire curriculum was 3.38 hours(SD=3.82). The topic most frequently taught included human immunodeficiency virus (HIV) in LGBT patients (76.2%). The majority (33.3%) of institutions self-rated as "fair" on their overall coverage of LGBT content. A third of schools reported not including LGBT specific content in required didactic curriculum at all. However, the perceived quality of instruction, as assessed by the Chair of the Curriculum Committee (or equivalent), varied substantially. Conclusions: The mean reported time dedicated to LGBT-related topics in 2019 was small across US pharmacy schools. Further assessment of LGBT health content coverage in pharmacy curricula is needed, and expansion made as appropriate.