Assessment of Lesbian, Gay, Bisexual, Transgender, and Questioning Experiences Within a Large Southeast Training Program

Abstract

Background The United States has become increasingly diverse resulting in greater strides to improve workforce diversity and inclusivity. Objective The objective of this study is to identify trainees in Graduate Medical Education who identify as Lesbian, Gay, Bisexual, Transgender or Questioning (LGBTQ) and compare their experiences as a trainee to non-LGBTQ trainees within the medical workplace. Methods We conducted a cross-sectional, exploratory survey from December 1, 2020 to January 14, 2021 at a single, large teaching institution. We collected data anonymously and stored it in a REDCap database. We excluded surveys in which trainees did not respond to sexual orientation. We used contingency tables and Fisher’s exact test to identify outcomes associated with sexual orientation and gender identity particularly with regard to professionalism, well-being, and satisfaction with training. Results We distributed the survey to 840 trainees. 730 trainees were included with 23 (3.2%) self-identifying as LGBTQ and 707 (96%) as Straight. LGBTQ trainees were more likely to experience offensive remarks based on race/ethnicity (p = 0.03) and sexual orientation (p = 0.01). Secondary analysis based on race found that Blacks and Other were more likely to report differences based on professionalism and satisfaction with their training program. There was no difference seen among LGBTQ trainees based on race. Conclusion We found trainees who identified as LGBTQ were more likely to experience discrimination/microaggressions. Also, underrepresented minorities in medicine were more likely to encounter discrimination and dissatisfaction with their training. More efforts are needed in academics to promote safe and supportive LGBTQ and minority training experiences.