Abstract
ObjectivesTo understand pediatric and family medicine residents' and practitioners' perceived ability to work with lesbian, gay, bisexual, and queer (LGBQ) youth, assessment of their prior educational experiences, and recommendations for medical training to better prepare physicians to provide quality care to this population. MethodsWe conducted semi-structured individual interviews with 24 pediatric/family medicine residents (n=20) and practicing physicians (n=4) in the U.S. Recorded interviews were professionally transcribed. Data were analyzed using Grounded Theory and qualitative content analysis approaches. ResultsMost physicians did not feel adequately prepared to provide quality care to LGBQ youth, and many who felt knowledgeable obtained their knowledge from on-the-job experiences of caring for LGBQ patients. Findings regarding physicians' recommendations for implementing a formal training program revealed three themes: (I) medical school training (implemented earlier in medical school within a structured program as part of the normal curriculum), (II) training content (LGBQ-specific health needs, self-awareness of implicit biases, interviewing techniques, and resources), and (III) training strategies (panels of LGBQ patients, role-playing/standardized patients, and online modules). ConclusionsUnderstanding physicians' assessment of abilities and recommendations for training improvements based on their experiences is important for advancing the quality of healthcare for LGBQ youth. Guidance came mostly from residents who recently completed medical school. Thus, their perspectives are especially useful to improve medical education and, ultimately, the care provided to LGBQ youth. Findings suggest a multi-pronged approach that offers several training modalities encompassing individual, intrapersonal, and institutional/systemic/community levels can improve medical school curricula on caring for LGBQ youth.
Highlights
Young people who identify as a sexual minority (LGBQ; lesbian, gay, bisexual, or queer) experience significant health disparities, compared to heterosexual youth.[1,2] medical school and residency programs spend minimal time providing clinical training and education to trainees regarding delivering affirmative, inclusive, culturally competent, and high-quality care to sexual minority youth
We focus on data related to the following questions: (1) How knowledgeable and prepared do you feel about providing quality healthcare to LGBQ youth?; (2) What training, if any, have you had that has helped you feel prepared and comfortable providing quality care to LGBQ youth?; (3) What aspects of the training you had were most helpful and why?; and (4)
Our findings suggest that medical school curricula on caring for LGBQ youth would benefit from a multi-pronged approach that offers several training modalities
Summary
Young people who identify as a sexual minority (LGBQ; lesbian, gay, bisexual, or queer) experience significant health disparities, compared to heterosexual youth.[1,2] medical school and residency programs spend minimal time providing clinical training and education to trainees regarding delivering affirmative, inclusive, culturally competent, and high-quality care to sexual minority youth. Researchers attribute such negative attitudes, in part, to medical education curricula and culture,[8] which leaves clinicians feeling unprepared to provide culturally competent care to LGBQ youth.[11]
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