OBJECTIVE: Lesbian, gay, bisexual, and transgender (LGBT) populations experience significant health disparities, yet medical schools report devoting little educational time to the care of this population. In light of this, one School of Medicine utilized a daylong retreat to design a 4-year sexual orientation and gender identity (SOGI) curriculum. METHODS: The participants completed pre-and post-surveys on their perspectives and knowledge towards SOGI learning, and the school's curriculum database was reviewed 2 years later to ascertain the degree of implementation of the proposed curriculum. RESULTS: Significant improvements were observed in participants' confidence in creating an SOGI curriculum, knowledge of SOGI teaching resources, and where in the curriculum SOGI competencies are and should be taught. A 6-month follow-up survey yielded a lower response rate, but suggested strong ongoing support for the new curriculum and some continuing challenges to implementing the proposed curriculum. A review of the school's curriculum database 2 years later showed an implementation rate of 76 %. CONCLUSION: A focused and systematic retreat can be an effective tool for curriculum design and implementation.
OBJECTIVE: Lesbian, gay, bisexual, and transgender (LGBT) populations experience significant health disparities, yet medical schools report devoting little educational time to the care of this population. In light of this, one School of Medicine utilized a daylong retreat to design a 4-year sexual orientation and gender identity (SOGI) curriculum. METHODS: The participants completed pre-and post-surveys on their perspectives and knowledge towards SOGI learning, and the school's curriculum database was reviewed 2 years later to ascertain the degree of implementation of the proposed curriculum. RESULTS: Significant improvements were observed in participants' confidence in creating an SOGI curriculum, knowledge of SOGI teaching resources, and where in the curriculum SOGI competencies are and should be taught. A 6-month follow-up survey yielded a lower response rate, but suggested strong ongoing support for the new curriculum and some continuing challenges to implementing the proposed curriculum. A review of the school's curriculum database 2 years later showed an implementation rate of 76 %. CONCLUSION: A focused and systematic retreat can be an effective tool for curriculum design and implementation.