Virginia Via Research Day Book 2026

Medical Student Research Education and Simulation

Sylvia Mast, OMS-IV; McKenzie Lydon, OMS-IV; Pooja Shethna, OMS-IV; Ayan Sinha, OMS-IV; Sydney Thornton, OMS-IV; Tierra Kindred, OMS-IV; Carrie Champine, DO; Edward Magalhaes, PhD, LPC; David Redden, PhD Corresponding author: smast@vt.vcom.edu 02 ASSESSING OSTEOPATHIC MEDICAL STUDENTS’ CONFIDENCE AND PREPAREDNESS IN PROVIDING CARE FOR THE LGBTQIA+ COMMUNITY

VCOM-Virginia, Blacksburg, Virginia

This research further identifies current educational opportunities available within osteopathic medical programs, reported by current osteopathic medical students, including curricular and extracurricular activities that aid in the development of participants’ knowledge base when working with LGBTQIA+ patient populations. Methods: We distributed a survey assessing osteopathic medical students’ perceived preparedness via the authors’ and the Student Osteopathic Medical Association’s (SOMA) social media platforms. The survey consisted of 5-point Likert-scale style questions, and was open for a 3-month period. Participation was voluntary and anonymous. Data was analyzed using descriptive studies. Results: The survey results revealed a gap between osteopathic medical students’ interest in LGBTQIA+ health education and their preparedness to care for this unique population as future physicians. Despite strong support for including LGBTQIA+ topics in medical education, the majority of students reported minimal

exposure to standardized patient cases, formal lectures, or clinical training simulations representing the LGBTQIA+ community. While 93.97% of respondents expressed interest in learning about caring for the LGBTQIA+ patient population, only 12.28% reported adequate coverage of LGBTQIA+ topics in their medical education. Conclusions: These findings demonstrate a discrepancy between interest and preparedness reported by osteopathic medical students, reinforcing the opportunity that exists to enhance educational opportunities to standardize curriculum and competency of osteopathic medical students in providing healthcare to LGBTQIA+ patients. IRB Statement: This study was approved by the Institutional Review Board at Edward Via College of Osteopathic Medicine (VCOM), IRB protocol number 2024-251.

Background: Well-documented healthcare disparities are highly prevalent within the lesbian, gay, bisexual, transgender, queer, intersex, asexual, and other diverse sexual orientations and gender identities (LGBTQIA+) community; however, the preparedness of healthcare providers in treating this patient population is not well defined in the literature. Based on prior research, medical students report inadequate training in delivering competent care to LGBTQIA+ patients. This perceived lack of competency is a significant concern, as adequate training is crucial for enhancing outcomes and ensuring high-quality care for this patient population. Despite consistent findings in current literature indicating a deficit in medical students’ preparedness to treat LGBTQIA+ patients, limited research has examined the readiness of osteopathic medical students to provide competent care for this patient population. Objective : Our study aims to identify osteopathic medical students' reported confidence and preparedness in providing healthcare to patients who identify as LGBTQIA+ and seek gender-affirming care.

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159 2026 Research Recognition Day