LGBTQ-Related Material in Undergraduate Medical Education in the Mid-Atlantic Region of the United States
Why this work is in the frame
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Bibliographic record
Abstract
Purpose This study describes the current state of formal lesbian, gay, bisexual, transgender and queer (LGBTQ)-related education at undergraduate medical schools in the Mid-Atlantic region of the United States. A review of literature shows the last time a similar study was conducted was in 2011 by Obedin-Maliver et al and was a survey that included all medical schools of the United States and Canada. Given the changes over time for both the LGBTQ and medical community , it is likely that the state of LGBTQ-related education in undergraduate medical education has changed greatly. Methods This was a cross-sectional Internet-based survey, utilizing Qualtrics to deliver the questionnaire. An email with a unique link to the survey was sent to the designated Dean of Diversity and Inclusion or Dean of Medical Education of all Doctor of Medicine (MD)-granting medical schools and Doctor of Osteopathic Medicine (DO)-granting medical schools in the Mid-Atlantic (Delaware, Maryland, New Jersey, New York, Pennsylvania) region. This questionnaire is derived from the 2011 Obedin-Malliver study and includes 13 questions that evaluate LGBTQ-related undergraduate medical school materials. Results and Conclusions Of the 35 schools, 15 (42.9%) responded and 13 (37.1%) completed the survey. The median time dedicated to teaching LGBTQ-related content in the entire curriculum was 8 hours (interquartile range [IQR], 6-13 hours). None of the schools reported zero hours during pre-clinical years, but 6 (46.1%) schools reported 0 hours during the clinical years. Work should be done to improve both pre-clinical and clinical LGBTQ-related content.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.011 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it