We read Beagan et al.’s article describing the challenges faced by LGBTQ patients during examinations. The problems which LGBTQ patients encounter because of the way that doctors respond to their situation were discussed in detail. It was also mentioned that during their college education physicians providing health care to these patients were not informed enough about the diseases of this population.1
We want to share our comments on Beagan et al.’s study. We believe that designing a study with only the information obtained from the medical examiner is a limitation because prejudice has been understood from the doctors’ perspective. We feel strongly that the problems experienced by both groups should be described in more detail.
Also, Beagan et al. have mentioned that problems faced by this patient group have been better addressed in the new medical school training programs. But the current study was conducted with physicians trained with previous medical education programs. Current physicians need in-service training programs related to the care of LGBTQ patients. In addition, routine and comprehensive support for these patients with social workers, psychologists and sexual health professionals is crucial for both the individuals and the community as a whole.2,3
We thank Beagan et al. for the contributions they have made and for the opportunity to respond to their article.
References
- 1.Beagan B, Fredericks E, Bryson M. Family physician perceptions of working with LGBTQ patients: physician training needs. Can Med Edu J. 2015;6(1):e14–e22. [PMC free article] [PubMed] [Google Scholar]
- 2.Bradford J, Reisner SL, Honnold JA, Xavier J. Experiences of transgender-related discrimination and implications for health: results from the Virginia Transgender Health Initiative Study. Am J Public Health. 2013;103(10):1820–9. doi: 10.2105/AJPH.2012.300796. [DOI] [PMC free article] [PubMed] [Google Scholar]
- 3.Plaza CM, Quinn SC, Rounds KA. Lesbian, gay, bisexual and transgender students: perceived social support in the high school environment. HSJ. 2002;85(4):52–63. [Google Scholar]