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A Compass Towards Competency: Mapping LGBTQIAP+ Inclusive Healthcare Training-A Scoping Review
Journal article   Open access   Peer reviewed

A Compass Towards Competency: Mapping LGBTQIAP+ Inclusive Healthcare Training-A Scoping Review

Emma E E Andrews, Shawna Campbell, Elizabeth Ann Bryant and Megan Frances Lee
Journal of homosexuality, Vol.First online, pp.1-33
06/08/2026
DOI: https://doi.org/10.1080/00918369.2026.2711861
PMID: 42559721
Appears in  Recent Faculty of Education Publications
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A Compass Towards CompetencyView
Published (Version of record) Open CC BY-NC-ND V4.0

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Abstract

healthcare education health equity continuing professional development LGBTQIAP cultural responsiveness scoping review
Persistent health disparities among LGBTQIAP+ populations reflect systemic inequities and access to culturally responsive care. Continuing professional education for healthcare providers is critical to address these gaps. This scoping review maps post-qualification LGBTQIAP+ training initiatives, including workplace-based and continuing education programs. A systematic search was conducted using these key words: healthcare professional, education, LGBTQIAP+, evaluation, and professional development. A PRISMA-ScR guided search of PsycINFO, EBSCO, Web of Science, and PubMed identified 24-peer-reviewed studies published from 2013 to September 2025 across healthcare settings. Interventions varied in format, duration, and content, with most relying on short-term workshops or online modules. Outcomes reported improved knowledge and self-reported preparedness; however, attitudinal change and sustained behavioral impact were inconsistently demonstrated. Evaluation approaches employed pre/post self-report measures, with limited longitudinal follow-up and patient-reported outcomes. Measures lacked consistency and psychometric rigor. Findings highlight the need for standardized curricula, the integration of LGBTQIAP+ cultural responsiveness into core professional development rather than optional training, and research to enhance practitioners' opportunities for reflective, ongoing learning. Embedding robust, evidence-based LGBTQIAP+ education into ongoing professional development has the potential to transform healthcare interactions by fostering trust, reducing discrimination, and ultimately improving the quality of life and health outcomes for LGBTQIAP+ communities.

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