Developing an Entrustable Professional Activity to Improve the Care of LGBTQ+ Youth

Lauren T. Roth, M. Brett Cooper, Brian Lurie, Beth Wueste

Research output: Contribution to journalComment/debatepeer-review

1 Scopus citations


Despite the multitude of health inequities often experienced by lesbian, gay, bisexual, transgender, and queer (LGBTQ)+ youth, few training programs consistently and comprehensively address these disparities through education and assessment of learners. Over the past decade, programs have begun to incrementally increase the number of hours dedicated to LGBTQ+ health training; however, the lack of standardization for curricula and assessment remains a significant barrier. As medical education shifts to a competency-based approach, focusing on patient outcomes and the competencies trainees must achieve to meet those outcomes, we must take this opportunity to develop curricula and assessment tools that emphasize inclusive, affirming, equitable, and culturally humble care for LGBTQ+ youth. Entrustable professional activities (EPA) are increasingly used to educate and assess trainees on their progression from full supervision to unsupervised practice. Given their multifaceted use to standardize curricula, assess learners, and highlight programmatic gaps in education, we believe an EPA is the ideal tool to systematically improve LGBTQ+ health training in graduate medical education. Our team of national experts in this field developed an LGBTQ+ health EPA. We describe our methods of development, the functions and curricular components of the EPA, and the many applications for widespread program use.

Original languageEnglish (US)
Pages (from-to)697-702
Number of pages6
JournalAcademic Pediatrics
Issue number4
StatePublished - May 1 2023


  • LGBTQ+ health
  • entrustable professional activity
  • medical education

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health


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