Integrating Sexual and Gender Minority Health in Medical Education: A Scoping Review

Abstract

Sexual and gender minority (SGM) populations experience significant health disparities worldwide, many of which are exacerbated by barriers encountered within healthcare systems. This scoping review aims to map the existing literature on integrating SGM health into medical education, identify barriers to implementation, and examine the impact of educational interventions on learner outcomes. Scoping review was conducted in accordance with the PRISMA-ScR guidelines. PubMed, Scopus, and Google Scholar were searched for studies published between January 2010 and December 2024 using terms related to SGM populations, LGBTQ+, medical education, curriculum, and cultural competency. Studies involving SGM-related educational content for medical students, residents, faculty, or healthcare professionals were included. Data were charted and synthesized thematically. Twenty-two studies were included. Three major themes emerged: stigma affecting the quality of SGM healthcare, widespread deficiencies in provider competency, and the positive impact of educational interventions on learner outcomes. Key barriers to curriculum integration included limited time, a lack of faculty expertise, institutional resistance, and the absence of standardized frameworks. However, interventions like workshops, online modules, and community engagement improved cultural competency and preparedness to provide affirming care. The findings highlight that persistent gaps in SGM-related content remain across medical education globally. Integrating evidence-based, culturally appropriate SGM health education into undergraduate and postgraduate curricula may improve provider competence and help reduce healthcare disparities. Further research should evaluate standardized curricula, faculty development strategies, and long-term educational outcomes.