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Sexual and Gender Minority Curriculum Within Otolaryngology Residency Programs
Teddy G Goetz1, Carrie L Nieman2, Scott R Chaiet3
1Vagelos College of Physicians and Surgeons, Columbia University, New York, New York, USA.
Transgender Health
|January 7, 2022
Summary
Otolaryngology residency programs offer limited sexual and gender minority (SGM) education, with over 80% including some content. Barriers like faculty and time hinder comprehensive SGM care training.
Area of Science:
- Medical Education
- Otolaryngology
- Sexual and Gender Minority Health
Background:
- Otolaryngologists are crucial for providing specialized care to sexual and gender minority (SGM) individuals, including gender-affirming procedures and HIV/AIDS management.
- Existing research lacks characterization of otolaryngology residency program directors' attitudes and training opportunities regarding SGM-related curricula.
Purpose of the Study:
- To assess the current state of sexual and gender minority (SGM) related education within otolaryngology residency programs.
- To understand program directors' attitudes towards SGM care training and identify barriers to its implementation.
Main Methods:
- An anonymous, cross-sectional e-mail survey was distributed to 116 otolaryngology residency program directors in July-September 2019.
- Data collected included current/future curriculum content, program director attitudes towards SGM care, and program demographics.
- Chi-square tests were used for categorical data analysis.
Main Results:
- A 56% response rate (65 directors) yielded nationally representative data, with 17% of programs offering no SGM education.
- The perceived importance of SGM training varied significantly by program setting, population, and size.
- While over 80% of curricula include SGM topics, they constitute a small fraction (1.0% didactic, 0.7% clinical) of the total curriculum. Common topics include HIV/AIDS, facial gender-affirming procedures, and culturally informed care.
- Key barriers identified were insufficient experienced faculty (52%) and time constraints (42%). Visiting expert lectures, small-group discussions, and online modules were favored educational methods.
Conclusions:
- Otolaryngology residency programs have an opportunity to enhance SGM-related education, with over 80% currently incorporating limited content.
- Developing standardized SGM curricula through expert lectures, discussion-based formats, and online tools is recommended to improve training.
- Addressing barriers such as faculty expertise and time is essential for effective integration of SGM care into otolaryngology residency programs.
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