Navigating medical culture and <scp>LGBTQ</scp> identity

Toman, Lindsay

doi:10.1111/tct.13078

Cited by 30 publications

(36 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The ‘safety’ of these environments influences identity disclosure, residency choice and even career path 3 . This is in keeping with other studies that show that many LGBTQ residents hide their sexual identity due to fears that it will impact recruitment or partnership opportunities 4 . LGBTQ trainees in several studies indicated that access to ‘out’ LGBTQ faculty mentors and role models would have improved their training experience 3,4 …”

supporting

confidence: 82%

The LGBTQ psychiatrist educator

Agapoff

2021

The Clinical Teacher

View full text Add to dashboard Cite

supporting

confidence: 82%

The LGBTQ psychiatrist educator

Agapoff

2021

The Clinical Teacher

View full text Add to dashboard Cite

“…Yet many medical students do not utilize these services, especially underrepresented minority students such as African American students 2 . One reason is that all medical students’ knowledge of campus support services is limited 3 .…”

Section: Acknowledge the Why: Failure Of Systemic Supportmentioning

confidence: 99%

“…A larger issue is that more than two thirds of medical students do not seek help from their faculty or peers for stress, emotional struggles, or academic problems. They perceive a stigma attached to seeking help and worry that it could negatively impact their medical school and career trajectories, preferring instead to seek help from friends and family 2,3 . They fear judgment from supervisors and experience shame when asking for help 4 .…”

Section: Acknowledge the Why: Failure Of Systemic Supportmentioning

confidence: 99%

Creating supportive learning environments: The role of the medical educator

Samuel

Konopasky

2021

The Clinical Teacher

View full text Add to dashboard Cite

Systemic problems of discrimination plague diversity and inclusion efforts in medical education globally. Medical educators need to acknowledge that learners are dealing with considerable emotional and perhaps social and economic stress and that this stress is likely worse for minoritized learners. In this milieu, what is the role of the medical educator? This article takes an inclusive approach to supporting students and explores various threads in the medical education literature to provide a roadmap for medical educators. This article traces the medical educator's journey with (1) understanding why medical students need educators to intervene, (2) exploring how to create a space for dialog, and (3) beginning the conversation with medical students. It ends with a series of concrete suggestions for medical educators.

show abstract

“…22 Some studies have also shown that LGBTQ medical students, trainees, and physicians are likely to witness derogatory comments, substandard care, or refusal of care towards LGBTQ patients, which was also seen in our cohort. 22,27 These barriers impede trainees' abilities to fully engage in their work and achieve a sense of accomplishment, thereby inhibiting their ability to ourish in their environment. This is best illustrated by our study nding only 0.1% of trainees who identi ed as LGBTQ were willing to mentor LGBTQ individuals, suggesting individuals may not be able to dedicate themselves to something or someone for the greater good.…”

Section: Barriers In the Workplace (Engagement And Accomplishment)mentioning

confidence: 99%

“…These experiences, whether positive or negative, can be compounded in individuals who identify with multiple URiM groups (e.g., Black and Gay, Native American and Lesbian, Latino and Transgender, etc.). 27…”

Section: Intersectionalities (Positive Emotion Engagement and Accomplishment)mentioning

confidence: 99%

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

Walker

Appah

Aban

et al. 2021

Preprint

View full text Add to dashboard Cite

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.

show abstract

Navigating medical culture and LGBTQ identity

Cited by 30 publications

References 8 publications

The LGBTQ psychiatrist educator

The LGBTQ psychiatrist educator

Creating supportive learning environments: The role of the medical educator

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

Contact Info

Product

Resources

About