Table 1:
LGBT-Specific Educational Content and Associated Institutional Characteristics in U.S. General Psychiatry Residency Programs
| No. | ||||
|---|---|---|---|---|
| Total Sample (n = 72) | ≤5 Hours a (n = 40) | >5 Hours a (n = 32) | P Value | |
| LGBT-specific content in curriculum | ||||
| History of psychiatry and homosexuality | 25 | 12 | 13 | .35 |
| Taking a sexual history | 57 | 27 | 30 | .01 |
| Psychological development and life cycle among LGBT people | 26 | 17 | 9 | .01 |
| Psychotherapy with LGBT people | 25 | 5 | 20 | <.001 |
| Medical and mental health issues for LGB people | 40 | 24 | 16 | .003 |
| Transgender mental health | 44 | 16 | 28 | <.001 |
| Racial and ethnic diversity among LGBT people | 15 | 3 | 12 | .002 |
| Substance use disorders in LGBT populations | 24 | 6 | 18 | <.001 |
| Geriatric LGBT people | 5 | 1 | 4 | .16 |
| Child and adolescent sexual development (e.g., orientation, gender identity) | 50 | 25 | 25 | .15 |
| Formats used to teach LGBT-specific content | ||||
| Lectures | 56 | 25 | 31 | <.001 |
| Case reports | 16 | 5 | 11 | .04 |
| Readings or independent study | 20 | 3 | 17 | <.001 |
| Journal clubs | 6 | 2 | 4 | .40 |
| Formal LGBT “track” | 2 | 1 | 1 | 1.00 |
| Other | 9 | 3 | 6 | .17 |
| Clinical LGBT rotation offered | 21 | 8 | 13 | .07 |
| Openly LGBT faculty | 52 | 26 | 26 | .04 |
| Openly LGBT faculty teach, supervise, or mentor residents around LGBT issues | 34 | 12 | 12 | .002 |
| Openly LGBT residents | 49 | 26 | 23 | .14 |
| Identified barriers to integration of LGBT topics into curricula | ||||
| Lack of interested or subject-expert faculty | 33 | 25 | 8 | .002 |
| Lack of time in curriculum | 35 | 18 | 17 | .49 |
| Lack of training sites | 13 | 8 | 5 | .76 |
| Other b | 23 | 12 | 11 | .69 |
| M | ||||
| How well program prepares residents to work with LGBT patients c | 52.4 | 45.0 | 61.6 | .002 |
| How receptive residents are to incorporating LGBT-specific into the required didactic curriculum c | 73.0 | 68.3 | 78.7 | .02 |
| How welcoming the institution is to: c | ||||
| LGBT faculty | 76.5 | 71.7 | 82.3 | .01 |
| LGBT trainees | 79.9 | 74.4 | 86.7 | .003 |
| LGBT patients | 77.5 | 71.7 | 84.5 | .003 |
| Anticipated usefulness of specific resources to enhancing LGBT-specific education c | ||||
| Online modules | 63.0 | 63.1 | 63.0 | .99 |
| A list of potential guest speakers | 63.7 | 66.8 | 59.5 | .15 |
| Clinical case vignettes | 67.3 | 65.8 | 69.3 | .52 |
| Presentations at national conferences (e.g., AADPRT, Association for Academic Psychiatry) | 53.2 | 53.6 | 52.6 | .85 |
| Written material (e.g., reference lists of relevant readings, seminal manuscripts) | 62.5 | 59.9 | 66.0 | .20 |
| Videos (e.g., documentaries, educational videos) | 64.7 | 63.7 | 65.9 | .70 |
Abbreviations: AADPRT, American Association of Directors of Psychiatric Residency Training; LGBT, lesbian, gay, bisexual, or transgender
Survey respondents were asked, “Approximately many hours would you estimate is dedicated to didactic teaching about LGBT issues in your program?” Response choices consisted of: ‘0 to 5’, ‘6 to 10’, ‘11 to 15’, ‘16 to 20’, ‘21 to 30’, ‘31 to 40’, and ‘more than 40’.
Included: lack of funding, lack of time due to call burden, perceived lack of need or relevance, perceived resistance from faculty, perceived resistance from trainees, and other
Data represent responses to item-specific visual analog scales (range: 0 to 100).