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Table 3 Summary of suggested actions to improve institutional LGBT-related coverage

From: Que(e) rying undergraduate medical curricula: a cross-sectional online survey of lesbian, gay, bisexual, transgender, and queer content inclusion in UK undergraduate medical education

Recommendation Details
Creation of a dedicated lead role for LGBT topics within the curriculum This can be fulfilled by:
• An existing faculty member with an interest in LGBT teaching; or
• The hire of an external individual with prior experience in delivering an LGBT-inclusive curriculum
External collaboration This can be fulfilled by:
• Collaboration with local or national LGBT charities on the development and delivery of teaching material that reflect both current and important LGBT health issues
• Collaboration with other institutions (universities and medical schools) in the sharing of resources and best practice guides
• Membership of national organisations such as DIMAH
Internal collaboration Identification and engagement of the potential resources within the wider institutional network; these include:
• Institutional faculty and / or students
• Expert patients
• Clinicians at partner NHS organisations
• Members of other university departments
Curriculum and content review • Review of current learning materials for LGBT-inclusivity and adaption to embed additional LGBT learning outcomes into existing materials (e.g. re-writing of existing seminars and clinical cases)
• Consideration of the coverage of LGBT topics as part of any formal or informal curriculum review process
Innovative content delivery • Creativity and flexibility in the delivery of LGBT content (e.g. through e-Learning)