Presenter
Stephanie Tudela, BS
Document Type
Poster
Publication Date
2026
Abstract
Objective: Sexual and gender minority (SGM) populations experience persistent health inequities, often exacerbated by healthcare providers’ lack of preparedness. This scoping review explored whether SGM focused educational interventions improved healthcare students’ preparedness to provide inclusive, affirming care. Ten studies met inclusion criteria and examined multimodal educational interventions targeting students in medicine, nursing, occupational therapy (OT), physical therapy, and physician assistant programs. Findings: Nine of the ten studies reported statistically significant improvements in at least one learner domain, (confidence, communication skills, attitudes, and knowledge) post-intervention. The strongest and most consistent gains were observed in confidence and communication comfort when interacting SGM patients. Experiential and community engaged learning modalities, such as standardized patient encounters and patient or educator panels were perceived as the most impactful components. Limited evidence specific to OT education was identified highlighting a gap in profession-specific education. Given OT's focus on identity and health promotion, these findings support the profession's active involvement in SGM focused education. Overall, the findings demonstrate the need to expand multimodal SGM education and integrate experiential approaches to promote culturally responsive, client-centered care across healthcare disciplines.
Faculty Mentor
Kathryn Burke, O.T.D., OTR/L
Academic Discipline
College of Health & Wellness
Repository Citation
Tudela, Stephanie BS, "Impact of SGM Education on Provider Preparedness" (2026). Student Research Design & Innovation Symposium. 335.
https://scholarsarchive.jwu.edu/innov_symposium/335
