A Compass Towards Competency

Mapping LGBTQIAP+ Inclusive Healthcare Training—A Scoping Review

Bibliographic Data

ID24020224
AuthorsEmma E E Andrews (0009-0000-7485-1359, Bond University, corresponding author), Shawna Campbell (0000-0002-0606-4529, Bond University), Elizabeth A Bryant (0000-0001-9569-7290, Bond University), Martha F Lee (0000-0001-7531-5312, Bond University)
Year2026
Pages1-33
Publication date2026-08-06
Open AccessYes
TypeARTICLE
VenueJournal of Homosexuality (JOURNAL)
Journal identifiersISSN: 0091-8369 • E-ISSN: 1540-3602
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00918369.2026.2711861
PMID42559721
OpenAlexW7197048054
LanguageEN
References cited52

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.

Consistency (knowledge bases) · Cultural competence · Grey literature · Health care · Health equity · Health professionals · MEDLINE · Professional development · Psychological intervention · Cultural Competency in Health Care · HIV/AIDS Research and Interventions · LGBTQ Health, Identity, and Policy

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