Oregon Health & Science University Medical Scientist Training Program, Portland, OR, USA.
University of Wisconsin School of Medicine and Public Health Medical Scientist Training Program, Madison, WI, USA.
BMC Med Educ. 2022 Apr 21;22(1):304. doi: 10.1186/s12909-022-03378-8.
Lesbian, gay, bisexual, transgender, queer, non-binary, intersex, and/or asexual (LGBTQ+) individuals continue to suffer worse health outcomes compared to the general population. Data on LGBTQ+ individuals in medicine, particularly in medical training, remain sparse. National studies of LGBTQ+ students in MD/PhD and DO/PhD training programs have not been reported.
Trainees pursuing MD, DO, MD/PhD, and DO/PhD degrees at 32 nationally representative institutions completed a 70-item survey about their future career and anticipated challenges using an online survey tool from September 2012 to December 2014. There were 4,433 respondents to the survey. Of those, 2,837 completed the gender identity questions and 2,849 completed the sexual orientation questions. Completion of these questions was required for inclusion. Survey results were analyzed to examine differences between LGBTQ+ and non-LGBTQ+ medical and dual degree trainees.
LGBTQ+ students were underrepresented among MD/PhD and DO/PhD trainees (8.70%) compared to the US population, though their representation was higher than among MD and DO trainees (5.20%). LGBTQ+ dual degree trainees endorsed the greatest interest in pursuing careers involving academic medicine, with varying career focuses including research, clinical duties, education, and advocacy. LGBTQ+ dual degree trainees prioritized opportunities in patient care, work-life balance, and research as the most important factors for their career selection. Importantly, a higher percentage of LGBTQ+ dual degree trainees (15.50%) identified sexual harassment as a past barrier to career advancement compared to their non-LGBTQ+ peers (8.27%). LGBTQ+ dual degree trainees were more likely to report having a mentor who advocated for them.
LGBTQ+ physician scientist trainees remain under-represented and under-studied. It is vital that medical institutions devote more time and resources towards identifying and addressing the unique needs of this group in training. Training programs should be aware of the current and prior challenges faced by their LGBTQ+ dual degree trainees, work to overcome the unique barriers they face, highlight the strengths and unique perspectives they bring, and foster their professional growth and goals during and beyond their training.
与一般人群相比，女同性恋、男同性恋、双性恋、跨性别者、酷儿、非二进制、间性人和/或无性恋者（LGBTQ+）继续遭受更糟糕的健康结果。医学领域 LGBTQ+ 个体的数据，特别是医学培训方面的数据仍然很少。关于 MD/PhD 和 DO/PhD 培训项目中 LGBTQ+ 学生的国家研究尚未报道。
在 32 个具有全国代表性的机构中攻读 MD、DO、MD/PhD 和 DO/PhD 学位的学员使用在线调查工具，从 2012 年 9 月至 2014 年 12 月完成了一项关于未来职业和预期挑战的 70 项调查。对该调查进行了 4433 次回复。其中，2837 人完成了性别认同问题的调查，2849 人完成了性取向问题的调查。为了包括在内，必须完成这些问题。分析调查结果以检查 LGBTQ+ 和非 LGBTQ+ 医学和双学位学员之间的差异。
与美国人口相比，LGBTQ+ 学生在 MD/PhD 和 DO/PhD 培训生中的代表性不足（8.70%），但比 MD 和 DO 培训生中的代表性更高（5.20%）。LGBTQ+ 双学位学员对从事学术医学职业最感兴趣，不同的职业重点包括研究、临床职责、教育和宣传。LGBTQ+ 双学位学员将患者护理、工作生活平衡和研究机会作为职业选择最重要的因素。重要的是，与非 LGBTQ+ 同行（8.27%）相比，更高比例的 LGBTQ+ 双学位学员（15.50%）表示过去曾受到性骚扰，这是职业发展的障碍。LGBTQ+ 双学位学员更有可能有一个支持他们的导师。
LGBTQ+ 医师科学家学员仍然代表不足且研究不足。医疗机构必须投入更多时间和资源来确定和解决培训中这一群体的独特需求。培训计划应了解其 LGBTQ+ 双学位学员当前和以前面临的挑战，努力克服他们面临的独特障碍，突出他们带来的优势和独特观点，并在培训期间和培训结束后促进他们的专业成长和目标。
