• Kenneth L Hillenburg, Carol A Murdoch-Kinch, Janet S Kinney, Henry Temple, and Marita R Inglehart.
• Dr. Hillenburg is Adjunct Clinical Professor, University of Detroit Mercy School of Dentistry; Dr. Murdoch-Kinch is Clinical Professor and Associate Dean for Academic Affairs, University of Michigan School of Dentistry; Prof. Kinney is Associate Professor, Research Scientist, and Director of Dental Hygiene Program, Department of Periodontics and Oral Medicine, University of Michigan School of Dentistry; Dr. Temple is Clinical Assistant Professor, Department of Periodontics and Oral Medicine, University of Michigan School of Dentistry; and Dr. Inglehart is Professor of Dentistry, Department of Periodontics and Oral Medicine, School of Dentistry and Adjunct Professor, Department of Psychology, College of Literature, Science, and Arts, University of Michigan.
• J Dent Educ. 2016 Dec 1; 80 (12): 1440-1449.

AbstractThe aims of this study were to assess curricular coverage of lesbian, gay, bisexual, and transgender (LGBT) content in U.S. and Canadian dental schools and U.S. dental hygiene programs, including hours of LGBT content, pedagogy used, and assessment methods, and to determine whether respondents perceived their institution's coverage as adequate. Data were collected from academic deans at 32 U.S. and two Canadian dental schools and from program directors at 71 U.S. dental hygiene programs (response rates 49%, 20%, 23%, respectively). The results showed that 29% of responding dental schools and 48% of responding dental hygiene programs did not cover LGBT content. Among the respondents, dental schools dedicated on average 3.68 hours and dental hygiene programs 1.25 hours in required settings to LGBT content. Lectures (dental schools 68%, dental hygiene programs 45%) and small group instruction (43%, 25%) were reported as the most common methodology used in teaching this content. Most of the responding dental schools and dental hygiene programs covered HIV (85%, 53%), oral disease risk (63%, 54%), and barriers to accessing health care for LGBT people (58%, 38%). Up to a third reported no need for coverage of topics such as sexual orientation (21%, 32%), coming out (29%, 37%), transitioning (29%, 38%), and sex reassignment surgery (32%, 35%). Assessment was through written examinations (41%, 30%) and faculty-observed patient interactions (21%, 23%); some respondents (20%, 33%) reported no assessment of learning outcomes. The most frequently endorsed strategies for increasing LGBT content were receiving curricular material focusing on LGBT-related health issues and health disparities and having trained faculty to teach LGBT content.

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