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In the current issue of The Journal of the American Osteopathic Association, Lapinski et al1 report on their findings of osteopathic medical students' acceptance of, attitudes toward, and knowledge of health issues affecting lesbian, gay, bisexual, and transgender (LGBT) patients. In this study, which assesses a critically important component of medical education, the investigators surveyed students from 6 osteopathic medical schools on these topics using numerous psychometrically sound and validated measures.

Lapinski et al1 are not the first to investigate such issues. In a 2011 article, Obedin-Maliver et al2 assessed US and Canadian allopathic and osteopathic medical schools' LGBT-relevant clinical hours and found that medical students from both types of schools in both countries received few hours of training in LGBT-related topics. The median reported combined hours dedicated to LGBT content was only 5 hours (interquartile range [IQR], 3-8 hours; range, 0-32 hours).2 However, the median number of clinical hours of training was lower at osteopathic schools compared with allopathic schools (0 hours [IQR, 0-4 hours] vs 2 hours [IQR, 0-2 hours]; P=.008).2

Although most osteopathic medical students had positive acceptance and attitudes toward treating LGBT patients, their poor overall medical knowledge calls for a reform, and perhaps overhaul, of osteopathic medical curricula to enhance both the number of hours and quality of training in LGBT care. As osteopathic physicians, surely we can do better!

This volume will serve as a basic resource with information on salient lesbian, gay, bisexual, and transgendered psychology issues and will furnish the reader with a range of references and other resources to explore each topic in greater depth. 041b061a72