Roth Lauren T, Carpenter Pamela, Schwartz Alan, Lurie Brian
Department of Pediatrics (LT Roth), Children's Hospital at Montefiore/Albert Einstein College of Medicine, Bronx, NY.
Association of Pediatric Program Directors (P Carpenter), Degnon Associates, Salt Lake City, Utah.
Acad Pediatr. 2025 Jan-Feb;25(1):102549. doi: 10.1016/j.acap.2024.07.016. Epub 2024 Aug 2.
Despite incremental increases in lesbian, gay, bisexual, transgender, queer/questioning (LGBTQ+) health education, there are no uniform training requirements in graduate medical education and the extent to which pediatrics residency programs incorporate LGBTQ+ curricula remains unknown. We aimed to assess the current state of LGBTQ+ health education in pediatrics residency programs.
We surveyed all 202 Accreditation Council for Graduate Medical Education (ACGME)-accredited categorical pediatrics program directors (PDs) in the United States. PDs were contacted via the Association for Pediatrics Program Directors (APPD) listserv with a link to an anonymous electronic survey.
We had a 53.4% response rate (107/202) with representation from all regions, sizes, and settings. Only 7.5% of programs have robust LGBTQ+ curricula, but many (71%) offer some sessions. About half (54.2%) believe their residents are not at all or somewhat prepared to care for LGBTQ+ patients after training. Many PDs are not at all or somewhat confident their residents learn about gender affirming care (49.5%) or are aware of community resources for LGBTQ+ youth (54.2%). In 91% of programs, 0-25% of faculty educate trainees about LGBTQ+ health. The majority (74.8%) of PDs are very or moderately likely to implement a standardized LGBTQ+ health curriculum. The most prominent barriers were inadequate time (55.1%) and lack of faculty training (51.4%).
Many pediatrics programs have implemented some LGBTQ+ health education; however, PDs lack confidence in residents' abilities to independently care for LGBTQ+ youth after training. An accessible and standardized curriculum is not only needed but desired by programs.
尽管女同性恋、男同性恋、双性恋、跨性别、酷儿/疑问者（LGBTQ+）健康教育有所增加，但研究生医学教育中没有统一的培训要求，儿科住院医师培训项目纳入LGBTQ+课程的程度仍不明确。我们旨在评估儿科住院医师培训项目中LGBTQ+健康教育的现状。
我们对美国所有202个经研究生医学教育认证委员会（ACGME）认证的普通儿科项目主任（PDs）进行了调查。通过儿科项目主任协会（APPD）的邮件列表向PDs发送了一个匿名电子调查问卷的链接。
我们的回复率为53.4%（107/202），所有地区、规模和环境的项目均有代表。只有7.5%的项目有完善的LGBTQ+课程，但许多项目（71%）提供了一些课程。约一半（54.2%）的人认为他们的住院医师在培训后完全没有或只是有点准备好照顾LGBTQ+患者。许多PDs对他们的住院医师学习性别肯定护理（49.5%）或了解LGBTQ+青年的社区资源（54.2%）完全没有信心或信心不足。在91%的项目中，0-25%的教员向学员传授LGBTQ+健康知识。大多数（74.8%）的PDs非常或比较有可能实施标准化的LGBTQ+健康课程。最突出的障碍是时间不足（55.1%）和教员培训缺乏（51.4%）。
许多儿科项目已经实施了一些LGBTQ+健康教育；然而，PDs对住院医师培训后独立照顾LGBTQ+青年的能力缺乏信心。不仅需要一个易于获取且标准化的课程，而且项目也希望有这样的课程。
