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美国皮肤科住院医师对女同性恋、男同性恋、双性恋和跨性别者文化能力的现状。

The current state of lesbian, gay, bisexual, and transgender cultural competency among U.S. dermatology residents.

作者信息

Nowaskie Dustin Z, Garcia-Dehbozorgi Sara, Cortez Jose L

机构信息

Department of Psychiatry, Indiana University School of Medicine, Indianapolis, Indiana.

Indiana University School of Medicine, Indianapolis, Indiana.

出版信息

Int J Womens Dermatol. 2022 Jul 8;8(3):e030. doi: 10.1097/JW9.0000000000000030. eCollection 2022 Oct.

Abstract

UNLABELLED

Lesbian, gay, bisexual, and transgender (LGBT) people interface with dermatology providers for many reasons. Implementing culturally competent LGBT dermatologic care necessitates evaluating provider competency to identify where gaps remain.

OBJECTIVES

To assess the LGBT cultural competency among U.S. dermatology residents.

METHODS

A self-reporting, cross-sectional survey was emailed to U.S. dermatology program coordinators ( = 143). LGBT patient exposure, LGBT educational hours, and LGBT cultural competency via the LGBT-Development of Clinical Skills Scale (with the subscales Clinical Preparedness, Attitudinal Awareness, and Basic Knowledge) were measured.

RESULTS

Dermatology residents ( = 119) across the United States completed the survey. They reported caring for less than 20 LGBT patients per year and receiving less than 75 minutes of LGBT education per year. They reported significantly higher Attitudinal Awareness than both Clinical Preparedness and Basic Knowledge; they reported significantly higher Basic Knowledge than Clinical Preparedness. They reported significantly less adequate clinical training and supervision, experience, and competence to assess transgender patients compared to lesbian, gay, and bisexual patients. In general, dermatology residents who reported more LGBT patients and LGBT education also reported higher LGBT cultural competency.

LIMITATIONS

A larger national sample of U.S. dermatology residents is necessary for generalizability.

CONCLUSIONS

Currently, there is a lack of LGBT education in U.S. dermatology residency curricula, which may delay addressing the health disparities that exist in this patient population. Due to such dearth of standardized LGBT education, dermatology residents likely do not feel adequately knowledgeable or prepared to address LGBT needs. Both LGBT education and LGBT patient experiences may help alleviate these shortcomings and help LGBT patients feel affirmed in their dermatologic care.

摘要

未标注

女同性恋、男同性恋、双性恋和跨性别(LGBT)群体因多种原因与皮肤科医疗服务提供者接触。实施具有文化胜任力的LGBT皮肤科护理需要评估医疗服务提供者的能力,以确定差距所在。

目的

评估美国皮肤科住院医师的LGBT文化胜任力。

方法

向美国皮肤科项目协调员(n = 143)发送了一份自填式横断面调查问卷。通过LGBT临床技能发展量表(包括临床准备、态度认知和基础知识子量表)测量LGBT患者接触情况、LGBT教育时长和LGBT文化胜任力。

结果

美国各地的皮肤科住院医师(n = 119)完成了调查。他们报告称每年照顾的LGBT患者少于20人,每年接受的LGBT教育少于75分钟。他们报告的态度认知显著高于临床准备和基础知识;他们报告的基础知识显著高于临床准备。与女同性恋、男同性恋和双性恋患者相比,他们报告在评估跨性别患者方面的临床培训、监督、经验和能力明显不足。总体而言,报告有更多LGBT患者和LGBT教育经历的皮肤科住院医师也报告了更高的LGBT文化胜任力。

局限性

为了具有普遍适用性,需要更大规模的美国皮肤科住院医师全国样本。

结论

目前,美国皮肤科住院医师培训课程中缺乏LGBT教育,这可能会延迟解决该患者群体中存在的健康差异问题。由于缺乏标准化的LGBT教育,皮肤科住院医师可能觉得自己没有足够的知识或准备来满足LGBT群体的需求。LGBT教育和LGBT患者经历都可能有助于缓解这些不足,并帮助LGBT患者在皮肤科护理中感到被认可。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/d3c3/9270600/b4a2fde10a58/jw9-8-e030-g001.jpg

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