University Clinic for Psychosomatic Medicine and Psychotherapy, Medical Faculty, Campus East-Westphalia, Ruhr-University Bochum, Virchowstr. 65, 32312 Luebbecke, Germany.
German Medical Students' Association (BVMD e.V.), Standing Committee on Sexual and Reproductive Health and Rights including HIV and AIDS (SCORA), 10115 Berlin, Germany.
Int J Environ Res Public Health. 2022 Aug 13;19(16):10010. doi: 10.3390/ijerph191610010.
The healthcare needs of lesbian, gay, bisexual, trans*, queer, and intersex (LGBTQI+) persons are often overlooked, prompting national and international calls to include diversity-related competencies into medical students' training. However, LGBTQI+-focused healthcare education targets remain elusive, as surveys reveal considerable variability across national student populations. To generate empirical data and vocalize recommendations for medical education, we conducted the first nationwide online survey among 670 German medical students from 33 universities. Overall, most respondents reported low confidence regarding their medical training preparing them for LGBTQI+ patients, stated that LGBTQI+ themes were not covered during training, and agreed that the inclusion of such themes is urgently needed. In addition, we found gender and LGBTQI+ community member status to be key variables. Men scored lower in knowledge than women, while community members scored higher than non-community members. Similarly, community members reported higher comfort levels. Non-community men showed the highest levels of prejudice and efficacy beliefs, while at the same time had the lowest scores in contacts and the perceived importance of LGBTQI+-related teaching. Keeping subgroup differences in mind, we recommend that educational training should include LGBTQI+ healthcare aspects and address self-efficacy beliefs in future medical professionals to overcome LGBTQI+ healthcare disparities.
性少数群体（女同性恋、男同性恋、双性恋、跨性别、酷儿、间性人）的医疗需求经常被忽视，这促使国内外呼吁将多样性相关能力纳入医学生的培训中。然而，针对 LGBTQI+群体的医疗保健教育目标仍然难以实现，因为调查显示，各国学生群体之间存在相当大的差异。为了提供医学教育方面的实证数据和建议，我们对来自 33 所大学的 670 名德国医学生进行了首次全国性在线调查。总的来说，大多数受访者表示，他们的医学培训在为 LGBTQI+患者提供准备方面缺乏信心，他们表示在培训中没有涵盖 LGBTQI+主题，并一致认为迫切需要纳入这些主题。此外，我们发现性别和 LGBTQI+群体成员身份是关键变量。男性的知识得分低于女性，而群体成员的得分高于非群体成员。同样，群体成员报告的舒适度水平更高。非群体男性表现出最高水平的偏见和效能信念，同时在接触和感知到与 LGBTQI+相关教学的重要性方面得分最低。考虑到亚组差异，我们建议在未来的医学专业人员中，教育培训应包括 LGBTQI+医疗保健方面，并解决自我效能信念，以克服 LGBTQI+医疗保健方面的差距。
