Decreasing Barriers to Sexual Health in the Lesbian, Gay, Bisexual, Transgender, and Queer Community

Waryold, Justin M.; Kornahrens, Allyson

doi:10.1016/j.cnur.2020.06.003

Cited by 19 publications

(14 citation statements)

References 19 publications

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“…These biases can lead to inequitable care, either through biased clinical decisions or through communicating bias in conversation with patients. It is known that both implicit and explicit bias are exacerbated when interacting with sexual and gender minorities 16,17 . It is also important to note that these experiences are not limited to the patients.…”

Section: Methodsmentioning

confidence: 99%

“…It is known that both implicit and explicit bias are exacerbated when interacting with sexual and gender minorities. 16,17 It is also important to note that these experiences are not limited to the patients. Health care practitioners (including medical students, residents, and faculty physicians) have reported higher incidents of workplace bias and discrimination based on their LGBTQIA+ identity.…”

Section: Implicit (And Explicit) Bias In Medical Providersmentioning

confidence: 99%

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Emergency care of LGBTQIA+ patients requires more than understanding the acronym

Hsiang

Ritchie

Lall

et al. 2022

AEM Education and Training

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Emergency physicians (EPs) frequently deliver care to members of the LGBTQIA+ community in the emergency department. This community suffers from many health disparities important to understand as part of comprehensive care, and these disparities are infrequently discussed in emergency medicine education. Previous data also suggest a need for broader education to increase the comfort of EPs caring for LGBTQIA+ patients. A group of content experts identified key disparities, opportunities for expanded education, and strategies for more inclusive care of LGBTQIA+ patients.

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Section: Methodsmentioning

confidence: 99%

Section: Implicit (And Explicit) Bias In Medical Providersmentioning

confidence: 99%

Emergency care of LGBTQIA+ patients requires more than understanding the acronym

Hsiang

Ritchie

Lall

et al. 2022

AEM Education and Training

View full text Add to dashboard Cite

show abstract

“…13e15 Through educational opportunities, providers can acquire the knowledge necessary to reduce these barriers to care and promote a safe, culturally competent environment for people, regardless of sex assigned at birth, sexual orientation, gender identity, or expression. 16 Screening opportunities for HIV Providing access to HIV testing and linkage to care promptly improves health outcomes. The CDC recommends routine HIV screening in health care settings for persons aged 13e64 years and at least annual screening for persons at a higher risk of infection.…”

Section: Introductionmentioning

confidence: 99%

“…The provider can compensate for these feelings by avoiding assumptions, using culturally competent terminology, and treating the individual with an understanding approach. 16,29 After establishing the providerepatient relationship, providers individualize their care based on their health needs and goals, including pregnancy and family planning. If pregnancy is intended, consultation with an expert clinician is needed to ensure safety for both the person and the unborn child.…”

Section: Introductionmentioning

confidence: 99%

“…Providers can overcome this barrier by asking patients their pronouns and incorporating inclusive language during visits. When discussing sexual activity, providers are encouraged to utilize biological body terms, such as vagina-to-penis, instead of male and female sexual intercourse, 16 thus providing culturally tailored care for the individual. Table 2 shows resources that a provider can use to help establish a supportive approach.…”

Section: Introductionmentioning

confidence: 99%

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Implementing PrEP to Decrease HIV Transmission Rates Among Females

Martinez¹,

Waryold²

2022

The Journal for Nurse Practitioners

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Block by block: Building on our knowledge to better care for LGBTQIA+ patients

Driver

Egan

Hsiang

et al. 2022

AEM Education and Training

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Background Emergency physicians need to recognize the diversity of identities held by sexual and gender minorities, as well as the health implications and inequities experienced by these communities. Identities such as lesbian, gay, bisexual, transgender, queer, questioning, intersex, asexual, aromantic, and many others fall under the LGBTQIA+ acronym. This wide spectrum is seldom discussed in emergency medicine but nonetheless impacts both patient care and patient experience in acute and critical care settings. Aims This commentary aims to provide a brief but nonexhaustive review of LGBTQIA+ identities and supply a critical framework for applying this understanding to patient encounters in the emergency department, as well as describe the challenges and educational aims at the level of medical school, residency, and postresidency. Materials and Methods The commonly used and widely accepted definitions of LGBTQIA+ terms are described, as well as implications for patient care and emergency physician education. The authors of this writing group represent the Society for Academic Emergency Medicine, LGBTQ Task Force of the Academy of Diversity Inclusion in Medicine. Results LGB terms are addressed, with LGBTQIA+ adding “intersex,” “asexual,” and “+,” to include other gender identities and sexual orientations which are not already included. This paper also addresses the terms “transition,” “nonbinary,” “polyamorous.” “two‐spirit,” “queer,” and others. These acronyms and terms continually expand and evolve in the pursuit of inclusivity. Additionally, with some health issues potentially related to medications, hormones, surgery, or to internal or external genitalia, important EM physician tools include gathering an “organ inventory,” asking about sexual history, and conducting a physical exam. Discussion Most persons have congruent biological sex, gender identity, and attraction to the “opposite” gender. However, humans can have every imaginable variation and configuration of chromosomes, genitalia, gender identities, sexual attractions, and sexual behaviors. Terms and definitions are constantly changing and adapting; they may also vary by local culture. Obtaining relevant medical history, conducting an “organ inventory,” asking about sexual history in a nonjudgmental way, and conducting a physical exam when warranted can all be important in delivering best possible medical care. Although there has been increased focus on education at the medical school, residency, and faculty level on LGBTQIA+ patient care in the ED, much work remains to be done. Conclusion Emergency physicians should feel confident in providing a model of care that affirms the sexual and gender identities of all the patient populations we serve. Optimal patient‐centric care requires a deeper understanding of the patient’s biology, gender identity, and sexual behavior encapsulated into the ever‐growing acronym LGBTQIA+.

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Decreasing Barriers to Sexual Health in the Lesbian, Gay, Bisexual, Transgender, and Queer Community

Cited by 19 publications

References 19 publications

Emergency care of LGBTQIA+ patients requires more than understanding the acronym

Emergency care of LGBTQIA+ patients requires more than understanding the acronym

Implementing PrEP to Decrease HIV Transmission Rates Among Females

Block by block: Building on our knowledge to better care for LGBTQIA+ patients

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