The LGBT+ population has historically been marginalized and stigmatized by society, resulting in impacts across various social spheres, including healthcare. Medicine has several shortcomings in understanding the specificities of the LGBT+ community, and gaps in professional training are evident. This cross-sectional study aimed to analyze medical students’ knowledge and perceptions about LGBT+ health in an academic center.

An online questionnaire via Google Forms was conducted with 204 participants. Data were analyzed statistically using SPSS. STROBE guidelines (Strengthening the Reporting of Observational Studies in Epidemiology) were followed in the study’s preparation.

Median age was 22 years (IQR 20–24). The analysis showed a low frequency of reading about LGBT+ health (43.6% never read and 41.2% rarely read), and only 45.1% know the National Policy for Comprehensive LGBT Health. Regarding medical students’ perceptions and barriers faced in caring for the LGBT+ population, most participants (50.5%) fully agreed that LGBT+ health should be part of the curriculum. Despite this, only 13.7% felt fully prepared to care for this population. A shift in class themes across course cycles was observed: the internship focused mainly on sexually transmitted infections (STIs) (74.2%), while the basic cycle addressed more human rights (44.6%). Students who value inclusion of LGBT+ health in the curriculum were predominantly women (78.1%). Among participants who do not consider LGBT+ health important in the curriculum, 71.7% reported not knowing about LGBT+ health specificities.

The LGBT+ population still faces significant barriers to dignified and equitable healthcare access. Gaps in medical training directly affect both newly graduated physicians and the quality of care offered to this vulnerable population. An urgent and deep review of medical school curricula is needed, going beyond merely mentioning diversity. It is essential to implement continuous and comprehensive training, including specific faculty development, inclusive teaching materials, and promotion of an academic environment free of stigma.