Attitudes Toward LGBT Patients Among Students in the Health Professions: Influence of Demographics and Discipline

Wilson, Christina K.; West, Lindsey; Stepleman, Lara M.; Villarosa, Margo C.; Ange, Brittany; Decker, Matthew; Waller, Jennifer L.

doi:10.1089/lgbt.2013.0016

Cited by 55 publications

(54 citation statements)

References 22 publications

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“…Similar to other samples of medical providers, [78][79][80] our survey responses suggest that provider religion and religiousness have a significant relationship to their understanding of LGBTQ patients. Unlike other samples, however, there was no reported correlation among this sample between religion or religiousness and willingness to care for LGBTQ patients 78 or knowledge of LGBTQ health.…”

Section: Role Of Religion and Religiousness In Rural Primary Caresupporting

confidence: 73%

Rural Primary Care Providers’ Experiences and Knowledge Regarding LGBTQ Health in a Midwestern State

Shaver

Sharma

Stephenson

2018

The Journal of Rural Health

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Section: Role Of Religion and Religiousness In Rural Primary Caresupporting

confidence: 73%

Rural Primary Care Providers’ Experiences and Knowledge Regarding LGBTQ Health in a Midwestern State

Shaver

Sharma

Stephenson

2018

The Journal of Rural Health

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“…These data provide a snapshot of learning outcomes in the New England region. As provider attitudes and behaviors toward SGM patients and medical students’ experiences related to SGM health issues may vary significantly by region, additional research is needed to evaluate curricular needs in different geographic regions [24,28,34–40]. Assessment of objective, rather than self-reported, learning outcomes will also be a critical component of future research in this area.…”

Section: Discussionmentioning

confidence: 99%

Sexual and gender minority health in medical curricula in new England: a pilot study of medical student comfort, competence and perception of curricula

Zelin

Hastings

Beaulieu‐Jones

et al. 2018

Medical Education Online

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Background: Sexual and gender minority (SGM) individuals experience high rates of harassment and discrimination when seeking healthcare, which contributes to substantial healthcare disparities. Improving physician training about gender identity, sexual orientation, and the healthcare needs of SGM patients has been identified as a critical strategy for mitigating these disparities. In 2014, the Association of American Medical Colleges (AAMC) published medical education competencies to guide undergraduate medical education on SGM topics.Objective: Conduct pilot study to investigate medical student comfort and competence about SGM health competencies outlined by the AAMC and evaluate curricular coverage of SGM topics.Design: Six-hundred and fifty-eight students at New England allopathic medical schools (response rate 21.2%) completed an anonymous, online survey evaluating self-reported comfort and competence regarding SGM health competencies, and coverage of SGM health in the medical curriculum.Results: 92.7% of students felt somewhat or very comfortable treating sexual minorities; 68.4% felt comfortable treating gender minorities. Most respondents felt not competent or somewhat not competent with medical treatment of gender minority patients (76.7%) and patients with a difference of sex development (81%). At seven schools, more than 50% of students indicated that the curriculum neither adequately covers SGM-specific topics nor adequately prepares students to serve SGM patients.Conclusions: The prevalence of self-reported comfort is greater than that of self-reported competence serving SGM patients in a convenience sample of New England allopathic medical students. The majority of participants reported insufficient curricular preparation to achieve the competencies necessary to care for SGM patients. This multi-institution pilot study provides preliminary evidence that further curriculum development may be needed to enable medical students to achieve core competencies in SGM health, as defined by AAMC. Further mixed methods research is necessary to substantiate and expand upon the findings of this pilot study. This pilot study also demonstrates the importance of creating specific evaluation tools to assess medical student achievement of competencies established by the AAMC.

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“…LGBT curricula content is, in other words, structurally recognized as being important for the education of culturally competent practitioners and for the creation of accessible and non-discriminatory places of work (Wilson et al, 2014). However, we found that resistances to including LGBT curricula content at the institutional level are facilitated by a lack of focus about particular LGBT issues in the policies underpinning professional healthcare practices, ranging from a lack of directed curricula focus to a dearth of local-level curricula and assessment and a lack of external monitoring or validation.…”

Section: Discussionmentioning

confidence: 99%

“…LGBT curricula content is recognized as being important for the education of culturally competent practitioners and for the creation of accessible and non-discriminatory places of work (Wilson et al, 2014). Some research (Vaid, 1995) has powerfully argued that in responding to the requirements of LGBT populations accessing health and social care, demands the use of different models which are underpinned by an extensive reformulation of LGBT healthcare curricula.…”

Section: The Historical Pathologization Of Lgbt People In Medical Hementioning

confidence: 99%

Facilitating LGBT Medical, Health and Social Care Content in Higher Education Teaching

Davy

Amsler

Duncombe

2015

QRE

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<span style="font-size: 9.0pt; line-height: 115%; font-family: 'Calibri','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: ES; mso-fareast-language: ES; mso-bidi-language: AR-SA;">Increasingly, Lesbian, Gay, Bisexual, and Transgender (LGBT) health care is becoming an important quality assurance feature of primary, secondary and tertiary healthcare in Britain. While acknowledging these very positive developments, teaching LGBT curricula content is contingent upon having educators understand the complexity of LGBT lives. The study adopted a qualitative mixed method approach. The study investigated how and in what ways barriers and facilitators of providing LGBT medical, health and social care curricula content figure in the accreditation policies and within undergraduate and postgraduate medical and healthcare teaching. This paper illustrates opposing views about curricula inclusion. The evidence presented suggests that LGBT content teaching is often challenged at various points in its delivery. In this respect, we will focus on a number of resistances that sometimes prevents teachers from engaging with and providing the complexities of LGBT curricula content. These include the lack of collegiate, colleague and student cooperation. By investing some time on these often neglected areas of resistance, the difficulties and good practice met by educators will be explored. This focus will make visible how to support medical, health and social care students become aware and confident in tackling contemporaneous health issues for LGBT patients.</span>

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Attitudes Toward LGBT Patients Among Students in the Health Professions: Influence of Demographics and Discipline

Cited by 55 publications

References 22 publications

Rural Primary Care Providers’ Experiences and Knowledge Regarding LGBTQ Health in a Midwestern State

Rural Primary Care Providers’ Experiences and Knowledge Regarding LGBTQ Health in a Midwestern State

Sexual and gender minority health in medical curricula in new England: a pilot study of medical student comfort, competence and perception of curricula

Facilitating LGBT Medical, Health and Social Care Content in Higher Education Teaching

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