Presented By: Anna Dean, University of South Carolina School of Medicine Greenville
Co-Authors: Ann Blair Kennedy, University of South Carolina School of Medicine Greenville
William Wright, University of South Carolina School of Medicine Greenville

Purpose
There has been little research into self-directed learning activities surrounding LGBTQ+ healthcare in undergraduate medical education. At the University of South Carolina School of Medicine Greenville (USCSOMG), one approach has been for students to complete their choice of an online learning module provided via the National LGBTQIA+ Health Education Center. This project aims to describe the modules selected by medical students and explore demographic factors associated with the student's choice of module.

Methods 
Subjects are first-year medical students at USCSOMG from academic years 2020-21, 2021-22, and 2022-23. Students' selected module information is drawn from certificates uploaded by students after completing their chosen activity. Additional data is provided by demographics reported at the time of matriculation. A mixed methods approach was utilized for data analysis. The analysis used categorization of qualitative data, chi-square, and regression tests as appropriate.

Results 
While data collection and analysis are currently ongoing, initial analysis indicates that overall, 41% of the students completed an introductory/foundational learning module and there are statistically significant differences between the cohorts. Furthermore, a statistically significant regression model (?2(9) = 19.22, p = 0.02 ) reveal variables that predict the likelihood that students would select an intermediate/advanced learning module.

Conclusion 
This study addresses the gap in research on self-directed LGBTQ+ healthcare learning in undergraduate medical education, exploring module choices among USCSOMG students. Initial findings highlight module preferences and predictive factors, contributing to inclusive healthcare education for future professionals.