J Pediatr Health Care. 2024 Mar-Apr;38(2):140-147. doi: 10.1016/j.pedhc.2023.12.002.
The objective of this study was to evaluate pediatric residents' lesbian, gay, bisexual, transgender, queer, and all sexual and gender diverse (LGBTQ+) care.
In June 2022, U.S. pediatric residents completed an anonymous online survey including the Lesbian, Gay, Bisexual, and Transgender-Development of Clinical Skills Scale (LGBT-DOCSS).
Pediatric residents (n = 78) reported low-to-moderate annual amounts of LGBT curricular hours (3.32 ± 3.17) and LGBT patients (13.84 ± 15.11) as well as low-to-moderate clinical preparedness and knowledge and high positive attitudes. They were significantly less likely to report receiving adequate training and supervision, having experience, and feeling competent in transgender care compared with lesbian, gay, and bisexual care. In general, pediatric residents who reported more LGBT education and LGBT patients also reported higher LGBT-DOCSS scores.
Pediatric residents in this study had substantial shortcomings in LGBTQ+ care. Pediatric programs must increase LGBTQ+ education and LGBTQ+ patient exposure.
本研究旨在评估儿科住院医师的同性恋、双性恋、跨性别、酷儿及所有性和性别多样化（LGBTQ+）的照护能力。
2022 年 6 月，美国儿科住院医师完成了一项匿名在线调查，其中包括同性恋、双性恋、跨性别-临床技能发展量表（LGBT-DOCSS）。
儿科住院医师（n=78）报告每年 LGBT 课程的时间（3.32±3.17）和 LGBT 患者的数量（13.84±15.11）较少，临床准备和知识水平较低，态度积极。与同性恋、双性恋和异性恋患者相比，他们接受适当培训和监督、有相关经验、感到能够胜任跨性别护理的可能性明显较低。一般来说，报告接受更多 LGBT 教育和 LGBT 患者的儿科住院医师的 LGBT-DOCSS 评分也更高。
本研究中的儿科住院医师在 LGBTQ+照护方面存在很大的不足。儿科项目必须增加 LGBTQ+教育和 LGBTQ+患者的接触。
