Document Type


Date of Degree


Primary Advisor

Leslie Davidson, Ph.D


LGBTQI, sexual and gender minorities, clinical preparedness, health professional student, curricular interventions, mixed methods, implementation science



Sexual and gender minorities (SGM) have unique health risks and health care needs, but medical students receive little training on SGM health (Obedin-Maliver, et al., 2011). This mixed methods study sought to learn from curricular champions in diverse settings to apply lessons learned at the George Washington University (GW). Exploratory models that included eight potential predictor variables for six criterion variables were tested using multiple linear regression. Criterion variables were: knowledge, attitudes, and clinical preparedness measured by the Lesbian, Gay, Bisexual, and Transgender Development of Clinical Skills Scale (LGBT-DOCSS; Bidell, 2017); attitudes measured by the Attitudes Toward LGBT Patients Scale (ATLPS; Wilson et al., 2014); and beliefs and behaviors measured by the Gay Affirming Practice Scale (GAPS; Crisp, 2006). Models were reduced for each criterion variable until all independent variables in the model explained >2% variance in the sample. Reduced Models explained approximately half of the total variance in the sample for three of the six criterion variables. All independent variables that were tested were included in at least one Reduced Model—suggesting that sociodemographic factors and lived experiences influence medical student competency in caring for SGM patients. Qualitative findings emphasized the importance of empowered, motivated individuals; institutional support; and inclusive planning and implementation processes. Engaging key stakeholders at GW to improve coverage of unique SGM health along with enhanced experiential opportunities would strengthen GW medical school student preparedness to care for SGM patients.


©2019 Mandi Louise Pratt Chapman. All rights reserved.

Open Access




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