Comment on: LGBT-Specific Education in General Psychiatry Residency Programs: a Survey of Program Directors

Zonana, Jess; Batchelder, Sarai; Pula, Jack; Ashley, Kenneth

doi:10.1007/s40596-019-01097-9

Cited by 3 publications

(3 citation statements)

References 2 publications

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“…Multiple studies performed within a variety of medical specialties have demonstrated that resident physicians receive insufficient training in LGBT health issues, lack comfort in caring for LGBT patients, and would benefit from dedicated curricula on these topics. [14][15][16][17][18] Currently, the 2022 Accreditation Council for Graduate Medical Education (ACGME) guidelines related to LGBT health are minimal and nonspecific. 19 Ensuring that dermatology trainees are well equipped to manage these issues while providing culturally Learning Experiences in LGBT Health During Dermatology Residency competent care to LGBT patients is paramount.…”

Section: Original Researchmentioning

confidence: 99%

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Learning Experiences in LGBT Health During Dermatology Residency

Hyde¹

2022

Cutis

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Section: Original Researchmentioning

confidence: 99%

“…15 Another 2019 study surveying psychiatry residents found that 42.4% (N=99) reported no coverage of LGBT topics. 18 Our study is unique in that it surveyed dermatology residents directly regarding this topic.…”

Section: Commentmentioning

confidence: 99%

Learning Experiences in LGBT Health During Dermatology Residency

Hyde¹

2022

Cutis

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“…Disparities in SGM health outcomes are due in part to inadequate training [ 9 – 12 ] and thus inadequate competence of physicians in SGM health topics [ 3 , 13 – 15 ]. The competence of healthcare providers to provide care to SGM patients has been studied, with healthcare providers self-reporting competence ranging from 19.8–94% [ 10 , 14 , 16 – 20 ] and assessments demonstrating competence ranging from 24–67% [ 17 , 20 – 23 ]. Several studies found that physicians do not routinely assess sexual history during general patient encounters, [ 19 ] in part due to fear of offending their patients, [ 24 ] and as a result, questions related to gender identity, sexual orientation, and sexual behavior are often left unaddressed [ 19 , 25 ] Transgender patients in particular report that the largest barrier to healthcare access is a shortage of healthcare providers who are knowledgeable about transgender medicine [ 26 , 27 ].…”

Section: Introductionmentioning

confidence: 99%

Knowledge and perceived competence with sexual and gender minority healthcare topics among medical students and medical school faculty

Rhodes,

Barbati,

Tybor

et al. 2023

BMC Med Educ

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Background Despite changes in social attitudes in the United States over the last decade, sexual and gender minority (SGM) individuals continue to face significant health disparities, driven partly by disproportionately higher rates of self-reported discrimination and harassment when seeking healthcare. Historically, physicians have received little to no required training on how to provide sensitive, competent care to SGM patients, and continue to demonstrate poor competency with SGM topics despite calls for increased education and published guidelines to promote competency. The present study aimed to investigate competency with SGM topics among both faculty and medical students at one institution. Methods The authors distributed an anonymous online survey (2020–2021) to medical students and student-facing faculty at one allopathic medical school in the United States. The objective of the study was to evaluate knowledge, clinical skills, and self-reported competence with SGM topics. Results Of survey respondents, 223 medical students and 111 faculty were included in final analysis. On average, medical students were significantly more likely to answer General Knowledge questions correctly (97.2%) compared to faculty (89.9%). There were no significant differences in responses to Clinical Knowledge questions between medical students and faculty. however medical students were significantly more likely to report competence with eliciting a thorough sexual history, and faculty were significantly more likely to report receiving adequate clinical training and supervision to work with lesbian, gay, and bisexual patients. Conclusions Medical students demonstrated significantly higher general knowledge about SGM topics compared to faculty. Medical students and faculty demonstrated similarly low average clinical knowledge, with percent correct 65.6% for students and 62.7% for faculty. Despite significant differences in general knowledge and low clinical knowledge, medical students and faculty self-reported similar levels of competence with these topics. This indicates insufficient curricular preparation to achieve the AAMC competencies necessary to care for SGM patients.

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