Purpose
The LGBTQIA+ community are at increased risk for health problems and often face negative healthcare experiences due to discrimination or lack of provider awareness. Medical education systems must equip future healthcare providers to deliver respectful, evidence-based, identity-affirming care. However, in most curricula, LGBTQIA+ health is handled superficially or relegated to being an elective matter, which results in students entering practice unprepared. This study aims to determine gaps and barriers within existing curricula and understand the ways in which medical students engage with LGBTQIA+ health education.

Methods
A qualitative study was conducted involving 24 medical students from Year I to IV. Semi-structured interviews and focus group discussions were employed, utilizing a series of prompts that covered topics such as formal curriculum exposure, communication skills and barriers to inclusive learning. The interviews were transcribed and analyzed using thematic analysis to identify recurring themes and insights.

Results
The analysis revealed that there is an absence of formal inclusive curriculum in health education. Many students expressed that, though they understand the importance of an inclusive healthcare, they lacked clinical exposure and communication skills pertaining to it. Students stated that a lot of times faculty tend to ignore these topics and revealed that they try to overcome these barriers by learning from informal sources. Students felt that curriculum reforms are necessary for future gender inclusive healthcare.

Conclusion
The study revealed that while LGBTQIA+ health is underrepresented in the curriculum, students are trying to fill these gaps through peer collaboration, online resources, and informal discussions. The findings emphasize the importance of student-driven initiatives and the demand for a more inclusive curriculum.