Table 2.
Program responses
| Question | N | Percentage |
|---|---|---|
| Has your program ever presented didactic lectures focused on LGBTQ+ health issues? | ||
| Yes | 85 | 75.2 |
| No | 28 | 24.8 |
| Has your program incorporated LGBTQ+ health concerns into general lecture topics where LGBTQ+ patients are disproportionately affected? | ||
| Yes | 62 | 54.9 |
| No | 51 | 45.1 |
| How many hours of didactic lectures on LGBTQ+ health issues did your program present in 2019? | Median (IQR) = 2 (1–3) h; range = 0–22 h | |
| How many didactic hours per year should be devoted to LGBTQ+ health issues? | Median (IQR) = 4 (2–5) h; range = 0–20 h | |
| Has your program ever conducted a journal club or other nondidactic activity related to LGBTQ+ health issues? | ||
| Yes | 29 | 25.7 |
| No | 84 | 74.3 |
| Barriers you have encountered to integrating LGBTQ+ topics into your curriculum and patient care | ||
| Lack of interested faculty | 24 | 21.2 |
| Lack of funding | 9 | 8.0 |
| Lack of time | 71 | 62.8 |
| Perception education is not needed | 17 | 15.0 |
| Opposition to inclusion of LGBTQ+ health topics | 2 | 1.8 |
| No barriers | 30 | 26.5 |
| Other | 14 | 12.4 |
Abbreviation: LGBTQ+, lesbian, gay, bisexual, transgender, queer, and questioning.