In 2014 the Association of American Medical Colleges’ (AAMC) Advisory Committee on Sexual Orientation, Gender Identity, and Sex Development issued a competency-based report, Implementing Curricular and Institutional Climate Changes to Improve Health Care for Individuals who are LGBT, Gender Nonconforming, or Born with DSD: A Resource for Medical Educators, designed to address educational barriers by offering multimodal approaches and best practices for US and international medical programs. Using this report as a framework, the University of Louisville School of Medicine (ULSOM) became the pilot medical school to implement these competencies as part of an integrative curriculum revision that could be modeled by other programs.

At ULSOM, information related to the provision of care for individuals who are LGBT, GNC, and DSD-affected is included in a total of 50.5 hours of required curriculum for students in the preclinical first and second years of medical school. Of these 50.5 hours, LGBT, GNC, and DSD-related content was integrated into 33 hours of existing content and 17.5 hours of content related to LGBT patients were added. These revisions reinforce the core stance that a competent physician is skilled in the care of all patients within the community and can approach each patient with sensitivity, compassion, and the knowledge necessary to promote health and wellness. We are currently identifying key opportunities to revise and integrate LGBT, GNC and DSD information and skills into clinical clerkships in the third and fourth year of medical training.