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CONFERENCE PROCEEDING
Assessing the long-term impact of a structured LGBTQ+ health intervention on midwifery students: The ATHENA study
1
International Hellenic University, Midwifery Department, Thessaloniki, Greece
2
University of West Attica, Midwifery Department, Athens, Greece
Eur J Midwifery 2026;10(Supplement 1):A720
ABSTRACT
BACKGROUND:
LGBTQ+ individuals face persistent health disparities in sexual and reproductive care, partly due to healthcare professionals’ limited training in providing inclusive, sensitive services. Incorporating LGBTQ+ content into undergraduate curricula is essential for shaping competent and empathetic future healthcare providers.
OBJECTIVES:
This study is the first to evaluate the immediate and six-month retention effects of a structured educational intervention on Greek midwifery students’ knowledge and attitudes toward LGBTQ+ reproductive health needs and rights.
METHODS:
In this prospective cohort study, a 3-hour educational intervention—including a lecture, case study analysis, and group discussions on gender equality and LGBTQ+ reproductive health—was delivered across three venues (November–December 2024). Pre- and post-intervention surveys were completed by 61 final-year midwifery students, with follow-up at six months. Instruments included the validated Greek version of Wahlen’s (2020) questionnaire and a purpose-designed tool measuring knowledge of LGBTQ+ reproductive health in Greece.
RESULTS:
Participants had a mean age of 21.8±2.2 years; 98.4% identified as women, 80.3% as heterosexual, and 49.2% as religious. The Wilcoxon signed-rank test indicated significant improvements in both attitudes and knowledge following the intervention (p<0.001 for both). Mean knowledge scores rose from 49.32% (SD=15.24%) pre-intervention to 65.44% (SD=12.06%) post-intervention (p<0.001). Knowledge retention remained stable for key concepts after six months (p>0.05), and although scores declined slightly in secondary areas, they remained significantly higher than baseline (β =0.381, p<0.001).
CONCLUSIONS:
The findings support the effectiveness of brief, targeted educational interventions in improving midwifery students’ understanding and attitudes toward LGBTQ+ health. Sustained improvements at six months underscore the importance of integrating LGBTQ+ health content into midwifery curricula to promote equitable and inclusive care.
KEY MESSAGE:
A brief, structured training significantly enhances midwifery students’ knowledge and attitudes regarding LGBTQ+ healthcare, with effects largely retained after six months—highlighting the need for curriculum integration to ensure long-term impact. Poster session 3 (Group B)
LGBTQ+ individuals face persistent health disparities in sexual and reproductive care, partly due to healthcare professionals’ limited training in providing inclusive, sensitive services. Incorporating LGBTQ+ content into undergraduate curricula is essential for shaping competent and empathetic future healthcare providers.
OBJECTIVES:
This study is the first to evaluate the immediate and six-month retention effects of a structured educational intervention on Greek midwifery students’ knowledge and attitudes toward LGBTQ+ reproductive health needs and rights.
METHODS:
In this prospective cohort study, a 3-hour educational intervention—including a lecture, case study analysis, and group discussions on gender equality and LGBTQ+ reproductive health—was delivered across three venues (November–December 2024). Pre- and post-intervention surveys were completed by 61 final-year midwifery students, with follow-up at six months. Instruments included the validated Greek version of Wahlen’s (2020) questionnaire and a purpose-designed tool measuring knowledge of LGBTQ+ reproductive health in Greece.
RESULTS:
Participants had a mean age of 21.8±2.2 years; 98.4% identified as women, 80.3% as heterosexual, and 49.2% as religious. The Wilcoxon signed-rank test indicated significant improvements in both attitudes and knowledge following the intervention (p<0.001 for both). Mean knowledge scores rose from 49.32% (SD=15.24%) pre-intervention to 65.44% (SD=12.06%) post-intervention (p<0.001). Knowledge retention remained stable for key concepts after six months (p>0.05), and although scores declined slightly in secondary areas, they remained significantly higher than baseline (β =0.381, p<0.001).
CONCLUSIONS:
The findings support the effectiveness of brief, targeted educational interventions in improving midwifery students’ understanding and attitudes toward LGBTQ+ health. Sustained improvements at six months underscore the importance of integrating LGBTQ+ health content into midwifery curricula to promote equitable and inclusive care.
KEY MESSAGE:
A brief, structured training significantly enhances midwifery students’ knowledge and attitudes regarding LGBTQ+ healthcare, with effects largely retained after six months—highlighting the need for curriculum integration to ensure long-term impact. Poster session 3 (Group B)
| eISSN: | 2585-2906 |
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