‘I know that I Am going to Be shaky’: Drivers and impacts of medical educator behavior when teaching sexual and gender minority health

Quality of SGM teaching is driven not just by inclusion of SGM content but also by how educators engage with the information. SGM teaching quality is driven by educator perception of control in teaching about SGM health (e.g. knowledge, comfort, fear of making mistakes, extent of institutional support) and local norms about SGM inclusion in teaching. Institutional leadership can foster SGM inclusivity in medical curricula by providing intentional faculty development, supporting a growth mindset culture for educators, and providing centralized oversight of SGM content across the curriculum. These strategies promote alignment among educators and a cohesive curriculum for preparing future clinicians to care for SGM patients.