Onteeru Manu, Zhang Rachel
Department of Biology, Dartmouth College, Hanover, New Hampshire; Department of Women's, Gender, and Sexuality Studies, Dartmouth College, Hanover, New Hampshire.
Department of Biology, Dartmouth College, Hanover, New Hampshire; Department of Sociology, Dartmouth College, Hanover, New Hampshire.
J Surg Educ. 2023 Apr;80(4):486-489. doi: 10.1016/j.jsurg.2022.12.008. Epub 2023 Jan 10.
The lesbian, gay, bisexual, transgender, and queer (LGBTQ+) population has experienced widespread mistreatment and stigma by medical providers. For transgender patients, specifically, surgeons play an important role in the completion of gender-affirming procedures that allow patients to identify more closely with their chosen genders. Similarly, LGBTQ+ surgeons experience discrimination from their colleagues at all stages of their career, starting from residency, that increase their rates of burnout and ability to deliver effective care to their patients. As a result, it is important for surgeons to deploy culturally competent and intentionally inclusive care for LGBTQ+ patients, while reducing bias and stigma that cisgender and heterosexual medical professionals may have for their LGBTQ+ colleagues. Using pedagogical interventions, focused on educational programming, experiential learning, and intergroup contact, is a proven tool to improve outcomes for LGBTQ+ patients, surgical residents, and medical providers.
女同性恋、男同性恋、双性恋、跨性别者及酷儿（LGBTQ+）群体遭受了医疗服务提供者的广泛虐待和污名化。特别是对于跨性别患者而言，外科医生在完成性别确认手术中发挥着重要作用，这些手术能让患者更认同自己选择的性别。同样，LGBTQ+外科医生在其职业生涯的各个阶段，从住院医师阶段开始，都会受到同事的歧视，这增加了他们职业倦怠的几率，也影响了他们为患者提供有效治疗的能力。因此，外科医生为LGBTQ+患者提供具有文化胜任力且有意包容的护理非常重要，同时要减少顺性别和异性恋医学专业人员对其LGBTQ+同事可能存在的偏见和污名。采用以教育规划、体验式学习和群体间接触为重点的教学干预措施，是改善LGBTQ+患者、外科住院医师和医疗服务提供者治疗效果的经证实的工具。
