Feng Xiaoying, Mugayar Leda, Perez Edna, Nagasawa Pamela R, Brown David G, Behar-Horenstein Linda S
Ms. Feng is a doctoral candidate, College of Education, University of Florida; Dr. Mugayar is Clinical Associate Professor, Department of Pediatric Dentistry, College of Dentistry, University of Florida; Dr. Perez is Clinical Assistant Professor, Department of Pediatric Dentistry, College of Dentistry, University of Florida; Dr. Nagasawa is on the faculty, Department of Biomedical Informatics and Medical Education, School of Medicine and a team member, Regional Initiatives in Dental Education (RIDE), School of Dental Medicine, University of Washington; Dr. Brown is Executive Associate Dean for Academic Affairs and Professor of Oral Biology, University of Nebraska Medical Center; and Dr. Behar-Horenstein is Distinguished Teaching Scholar and Professor, Colleges of Dentistry, Education, Veterinary Medicine, and Pharmacy, as well as being Director, CTSI Educational Development and Evaluation and Co-Director, HRSA Faculty Development in Dentistry, University of Florida.
J Dent Educ. 2017 Jan;81(1):22-28.
Recently, there has been increased attention to including cultural diversity in the education of health professionals, including concern for lesbian, gay, bisexual, and transgender (LGBT) inclusion and visibility. Studies regarding cultural exposure and acceptance of LGBT populations have been concentrated in medicine, with findings showing that medical providers often graduate having missed the preparation required to care for LGBT persons. A visible, comprehensive, culturally competent environment in dental schools would help ensure that all oral health professionals and students are aware of services available to address the particular needs of LGBT students. The aims of this survey-based study conducted in 2015-16 were to determine dental students' perceptions regarding LGBT students' needs and to assess dental students' knowledge of resources for LGBT persons at three U.S. dental schools, one each in the Midwest, West, and South. Of the 849 students invited to participate, 364 completed the survey (338 dental, 26 dental hygiene), for an overall response rate of 43%. The response rate at individual schools ranged from 30% to 55%. The results showed perceptions of insufficient LGBT information, resources, and support at these institutions, especially at the Western school. There were significant differences among the three schools, with students at the Western school more than the other two schools perceiving that their institution was less aware of whether it met the academic, social support, and spiritual needs of LGBT students. There were no significant differences between LGBT and non-LGBT students' perceptions. The authors urge dental school administrators to explore the degree to which their programs teach respectful and caring behavior towards LGBT students and, by extension, LGBT patient populations.
最近，人们越来越关注在卫生专业人员的教育中纳入文化多样性，包括对女同性恋、男同性恋、双性恋和跨性别者（LGBT）的接纳和关注。关于LGBT人群文化接触和接受度的研究主要集中在医学领域，研究结果表明，医学专业人员毕业时往往缺乏照顾LGBT人群所需的准备。牙科学校营造一个可见的、全面的、具备文化能力的环境，将有助于确保所有口腔健康专业人员和学生了解为满足LGBT学生特殊需求而提供的服务。这项基于调查的研究于2015 - 2016年进行，其目的是确定牙科学生对LGBT学生需求的看法，并评估美国三所牙科学校（中西部、西部和南部各一所）的牙科学生对LGBT人群资源的了解情况。在受邀参与的849名学生中，364人完成了调查（338名牙科专业学生，26名口腔卫生专业学生），总体回复率为43%。各学校的回复率在30%至55%之间。结果显示，这些机构中对LGBT信息、资源和支持的认知不足，尤其是西部学校。三所学校之间存在显著差异，西部学校的学生比其他两所学校的学生更认为他们的机构不太了解是否满足了LGBT学生的学术、社会支持和精神需求。LGBT学生和非LGBT学生的看法之间没有显著差异。作者敦促牙科学校管理人员探讨其课程在何种程度上教导学生对LGBT学生以及由此延伸到LGBT患者群体表现出尊重和关怀的行为。
