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The Association of American Medical Colleges declared it essential that medical students receive instruction on the health needs of lesbian, gay, bisexual, transgender, questioning, and intersex (LGBTQI + ) individuals. The integration of LGBTQI +  health and instruction in medical curricula, however, is scant. A pre-post confidential survey study was completed by first-year medical students (N = 103; 85% response rate) in the context of classroom instruction. The California State University Northbridge instrument assessed students’ perspectives on LGBTQI +  Patient-Care, Comfort with LGBTQI +  Patient Interactions, Gender and Sexuality, Civil Rights, and LGBTQI +  Education. Post-instruction, students reported a significant increase in understanding of bisexuality ( p  = .02), being transgender ( p  = .006), and LGBTQI +  couples’ adoption rights ( p  = .003). The findings support the incorporation of LGBTQI +  instruction into medical curricula and suggest that educators may consider consulting pre-intervention data before teaching LGBTQI +  health content, which would allow material to be tailored toward learner-specific needs.

Classroom Instruction: Medical Students’ Attitudes Toward LGBTQI + Patients