Medical Students’ Perspectives on LGBTQI+ Healthcare and Education in Germany: Results of a Nationwide Online Survey

Gerrit Brandt, Jule Stobrawe, Sophia Korte, Livia Prüll, Nora M. Laskowski, Georg Halbeisen and Georgios Paslakis ()
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Gerrit Brandt: University Clinic for Psychosomatic Medicine and Psychotherapy, Medical Faculty, Campus East-Westphalia, Ruhr-University Bochum, Virchowstr. 65, 32312 Luebbecke, Germany
Jule Stobrawe: German Medical Students’ Association (BVMD e.V.), Standing Committee on Sexual and Reproductive Health and Rights including HIV and AIDS (SCORA), 10115 Berlin, Germany
Sophia Korte: German Medical Students’ Association (BVMD e.V.), Standing Committee on Sexual and Reproductive Health and Rights including HIV and AIDS (SCORA), 10115 Berlin, Germany
Livia Prüll: Institute of Functional and Clinical Anatomy, University Medical Center Mainz, 55131 Mainz, Germany
Nora M. Laskowski: University Clinic for Psychosomatic Medicine and Psychotherapy, Medical Faculty, Campus East-Westphalia, Ruhr-University Bochum, Virchowstr. 65, 32312 Luebbecke, Germany
Georg Halbeisen: University Clinic for Psychosomatic Medicine and Psychotherapy, Medical Faculty, Campus East-Westphalia, Ruhr-University Bochum, Virchowstr. 65, 32312 Luebbecke, Germany
Georgios Paslakis: University Clinic for Psychosomatic Medicine and Psychotherapy, Medical Faculty, Campus East-Westphalia, Ruhr-University Bochum, Virchowstr. 65, 32312 Luebbecke, Germany

IJERPH, 2022, vol. 19, issue 16, 1-14

Abstract: The healthcare needs of lesbian, gay, bisexual, trans*, queer, and intersex (LGBTQI+) persons are often overlooked, prompting national and international calls to include diversity-related competencies into medical students’ training. However, LGBTQI+-focused healthcare education targets remain elusive, as surveys reveal considerable variability across national student populations. To generate empirical data and vocalize recommendations for medical education, we conducted the first nationwide online survey among 670 German medical students from 33 universities. Overall, most respondents reported low confidence regarding their medical training preparing them for LGBTQI+ patients, stated that LGBTQI+ themes were not covered during training, and agreed that the inclusion of such themes is urgently needed. In addition, we found gender and LGBTQI+ community member status to be key variables. Men scored lower in knowledge than women, while community members scored higher than non-community members. Similarly, community members reported higher comfort levels. Non-community men showed the highest levels of prejudice and efficacy beliefs, while at the same time had the lowest scores in contacts and the perceived importance of LGBTQI+-related teaching. Keeping subgroup differences in mind, we recommend that educational training should include LGBTQI+ healthcare aspects and address self-efficacy beliefs in future medical professionals to overcome LGBTQI+ healthcare disparities.

Keywords: gay; healthcare; lesbian; medical education; training; trans* (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
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