Gender inclusive language in healthcare professionals’ education: a scoping review

Abstract Background Lesbian, Gay, Bisexual, Transgender and Queer (LGBTQ+) individuals experience unique healthcare challenges, with disparities exacerbated by the use of non-inclusive or stigmatising language. Healthcare professionals’ education plays a critical role in fostering inclusive communication, yet existing curricula remain inconsistent and underexplored. Objective This scoping review aimed to map the literature on the use of gender-inclusive language in healthcare education, identify key themes, gaps, and challenges. Methods A systematic search of Embase, OVID MEDLINE, and Scopus databases was conducted to identify studies examining inclusive language within healthcare education. Eligibility criteria included studies focusing on the education of healthcare professionals across disciplines and addressing gender-inclusive language as a primary or secondary outcome. Data regarding study characteristics, educational interventions, outcomes, and barriers was extracted. Results Twenty-six studies met the inclusion criteria. Interventions using diverse teaching modalities including in-person, online, small-group, simulation, and panel discussions involving individuals with lived experience—improved learners’ self- reported confidence and knowledge of inclusive language. However, long-term behavioural change was rarely measured. Curriculum coverage of LGBTQ+ topics was inconsistent, often fragmented or optional. Key barriers included limited curricular time, lack of standardized assessment tools, and conflicts between personal beliefs and professional responsibilities. Conclusion Learners demonstrate motivation to engage with gender-inclusive education. However, inconsistent curricula and structural barriers hinder comprehensive implementation. Interventions incorporating lived experience and multiple teaching modalities show promise, but evidence of sustained behaviour change is limited. Further research could provide clarity on the most efficacious teaching modality.