Hsiang Elaine, Ornelas-Dorian Carolina, Lin-Martore Margaret, Moll Joel
is a Fellow, Department of Emergency Medicine, Stanford University, Palo Alto, California, USA.
is a PGY-4 Resident, Department of Emergency Medicine, University of California, San Francisco, San Francisco, California, USA.
J Grad Med Educ. 2025 Jun;17(3):284-295. doi: 10.4300/JGME-D-24-00689.1. Epub 2025 Jun 16.
The care of lesbian, gay, bisexual, transgender, queer, and other sexual and gender minority (LGBTQ+) patients is heavily influenced by clinician training, but the landscape of LGBTQ+ health teaching in graduate medical education is poorly understood. To describe the current state of LGBTQ+ health teaching across specialties within graduate medical education in the United States. In February 2024, the authors performed a scoping review of the literature across 6 databases. Two authors extracted and synthesized data on the amount, scope, and modality of LGBTQ+ didactic and clinical teaching across residency programs, as well as educational interventions designed for resident learners. Fifty-two articles met inclusion criteria. In the past decade, the number of specialties with data on LGBTQ+ health teaching in residency increased from 4 to 12, encompassing both medical and surgical fields. Curricular hours and topics covered were highly variable even within specialties, but there were common educational gaps in transgender health and clinical exposure. Program director attitudes, region of training, and presence of LGBTQ+ identifying faculty were frequently linked to curricular inclusion of LGBTQ+ health. Surgical specialties appeared to lag medical specialties in amount and breadth of teaching, but had a stronger focus on gender-affirming surgical care. Educational interventions analyzed were highly diverse and trended toward inclusion of actual or simulated patient care alongside didactic teaching. While attention to LGBTQ+ health in graduate medical education is increasing, critical gaps remain in the amount, scope, and delivery of LGBTQ+ health content across and within specialties.
女同性恋、男同性恋、双性恋、跨性别者、酷儿及其他性取向和性别少数群体（LGBTQ+）患者的护理深受临床医生培训的影响，但研究生医学教育中LGBTQ+健康教学的情况却鲜为人知。为了描述美国研究生医学教育中各专业LGBTQ+健康教学的现状。2024年2月，作者对6个数据库中的文献进行了范围综述。两位作者提取并综合了有关住院医师培训项目中LGBTQ+理论教学和临床教学的数量、范围和方式的数据，以及为住院医师学习者设计的教育干预措施的数据。52篇文章符合纳入标准。在过去十年中，有住院医师LGBTQ+健康教学数据的专业数量从4个增加到12个，涵盖医学和外科领域。即使在同一专业内，课程时长和涵盖的主题也存在很大差异，但在跨性别健康和临床接触方面存在共同的教育差距。项目主任的态度、培训地区以及是否有LGBTQ+身份认同的教员，常常与LGBTQ+健康课程的纳入情况相关。外科专业在教学数量和广度上似乎落后于医学专业，但更侧重于性别肯定手术护理。所分析的教育干预措施多种多样，并且倾向于在理论教学的同时纳入实际或模拟的患者护理。虽然研究生医学教育对LGBTQ+健康的关注在增加，但各专业之间以及专业内部在LGBTQ+健康内容的数量、范围和提供方面仍存在重大差距。
