Dental School Administrators’ Attitudes Towards Providing Support Services for LGBT‐Identified Students

BackgroundLesbian, gay, bisexual, transgender, and queer (LGBTQ) populations face multiple health disparities including barriers to healthcare. Few studies have examined healthcare trainees’ perceptions of their preparedness to care for LGBTQ populations and none have compared perceptions of training across medicine, dental medicine, and nursing. We aimed to understand variations across disciplines in LGBTQ health by assessing medical, dental, and nursing students’ perceptions of preparedness across three domains: comfort levels, attitudes, and formal training.MethodsWe developed a 12-item survey with an interprofessional panel of LGBTQ students from the schools of medicine, dental medicine, and nursing at a top-tier private university in the United States. Any student enrolled full time in any of the three schools were eligible to respond. We performed descriptive statistical analyses and examined patterns in responses using Kruskal-Wallis tests and an ordered logistic regression model.Results1,010 students from the Schools of Medicine, Dental Medicine, and Nursing responded to the survey for an overall response rate of 43%. While 70–74% of all student respondents felt comfortable treating LGBTQ patients, fewer than 50% agreed that their formal training had prepared them to do so. Overall, 71–81% of students reported interest in receiving formal LGBTQ health education, though dental students were significantly less likely than medical students to report this interest (OR 0.53, p<0.01). Respondents who identified as LGBQ were significantly less likely than heterosexual students to agree that training was effective (OR 0.55, p<0.01) and that their instructors were competent in LGBTQ health (OR 0.56, p<0.01).ConclusionDespite high comfort levels and positive attitudes towards LGBTQ health, most student respondents did not report adequate formal preparation. There were some significant differences between disciplines, but significant gaps in training exist across disciplines. Health professional schools should develop formal content on LGBTQ health and utilize this content as an opportunity for interprofessional training.

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“…However, 72.2% disagreed or strongly disagreed that it was important to provide specialized academic support for LGBTQ students. [ 20 ]…”

Section: Introductionmentioning

confidence: 99%

Comparing medical, dental, and nursing students’ preparedness to address lesbian, gay, bisexual, transgender, and queer health

et al. 2018

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“…If you believe that this is the case for this document, please contact UBIRA@lists.bham.ac.uk providing details and we will remove access to the work immediately and investigate. diversity of university students, particularly emanating from countries such as Australia (Rowntree 2017), Canada (Brondani & Patterson 2011), and the USA (Palladino & Giesler 2014, Behar-Horenstein & Morris 2015McDowell & Bower 2015, Klein & Nakhai 2016, Simmons 2017. Within this body of literature a range of disciplines are represented, such as family medicine (Klein & Nakhai 2016), dentistry (Behar-Horenstein & Morris 2015;…”

Section: Take Down Policymentioning

confidence: 99%

Gender, sexual diversity and professional practice learning: findings from a systematic search and review

Bradbury‐Jones

Molloy

Clark

et al. 2019

Studies in Higher Education

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Research into higher education has shown that for those who identify as Lesbian, Gay, Bisexual, Trans* and/or Queer (LGBTQ), universities are places where both direct and indirect discrimination is experienced. This paper reports the findings from a systematic search and review on gender and sexual diversity in professional practice placements. This was part of a broader project exploring the way that students were supported and educated to provide appropriate support for LGBTQ people using their services and whether students who identified as LGBTQ experienced specific issues regarding the (non)disclosure of their gender or sexual diversity in placement settings. Three primary themes were identified. Environment: which relates to the way that homophobic and transphobic discrimination is experienced in professional practice. Influence: the importance of faculty on the environment as both a positive and negative force. Interventions: how students support LGBTQ people who use their services and how educators intervene with students who identify as LGBTQ. Our review showed how students in all included disciplines report feeling under-prepared for the realities of working with LGBTQ people in practice. However there are examples of positive practices which can support LGBTQ students through navigating disclosure of their own identities, as well as enabling all students to act as advocates and allies for the LGBTQ service users and peers/colleagues that they will inevitably work with and alongside, throughout their careers.

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“…13 Many studies have surveyed curriculums regarding sexual minorities in college medical departments and indicate that physicians and medical students are willing to increase their knowledge of transgender issues. 2,7,12,14 Therefore, it is plausible that physicians have a greater understanding of transgender-related terms than coaches and physical trainers.…”

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confidence: 99%

Knowledge of and Experience With Transgender Players Among Soccer Team Staff: A Cross-sectional Questionnaire Design

Sadamasu

Yamaguchi

Akagi

et al. 2020

Preprint

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Background: Transgender issues have become more prominent in sports. However, knowledge of and experience with supporting transgender players across soccer team staff remain unclear. This study surveyed soccer team staff in Japan and aimed to 1) evaluate staff’s level of knowledge of transgender-related terminology, 2) ascertain staff’s ability to identify transgender players and their experience in supporting transgender players, and 3) identify factors which affect staff’s knowledge and experience.Methods: A questionnaire was disbursed to coaches, physicians, and physical trainers affiliated with soccer teams between 2018 and 2019. Questions asked about 1) participant characteristics (sex, age, certified license, team categories); 2) understanding of transgender related terms, including LGBT (lesbian, gay, bisexual, and transgender), and the IOC Consensus Meeting on Sex Reassignment and Hyperandrogenism (IOC Consensus Meeting 2015); 3) ability to identify transgender players; and 4) experience in supporting transgender players.Results: In total, 478 participants were analyzed, including 30 women, 448 men, and none of the other genders. The mean age of participants was 38 ± 10 years; 443 (93%) were 33 involved in men's soccer and105 (22%) were involved in women's soccer. While 358 (75%) and 398 (83%) participants understood the terms LGBT and transgender, only 33 (7%) were familiar with the IOC Consensus Meeting 2015. Only 70 (15%) participants could identify transgender players, and 6 (2%) had experiences supporting them. Moreover, 4 (1%) had witnessed transgender players receiving cross-sex hormone treatment.Conclusion: Although a considerable proportion of soccer support staff were familiar with transgender terms, most did not have sufficient knowledge or experience with transgender athletes.

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Dental School Administrators’ Attitudes Towards Providing Support Services for LGBT‐Identified Students

Cited by 15 publications

References 11 publications

Comparing medical, dental, and nursing students’ preparedness to address lesbian, gay, bisexual, transgender, and queer health

Comparing medical, dental, and nursing students’ preparedness to address lesbian, gay, bisexual, transgender, and queer health

Gender, sexual diversity and professional practice learning: findings from a systematic search and review

Knowledge of and Experience With Transgender Players Among Soccer Team Staff: A Cross-sectional Questionnaire Design

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