Lesbian, Gay, Bisexual, and Transgender (LGBT) Issues in Dental School Environments: Dental Student Leaders’ Perceptions

Abstract

The objectives of the study reported in this article were to assess dental student leaders' perceptions of educational efforts concerning lesbian, gay, bisexual, and transgender (LGBT) topics and the cultural climate concerning LGBT issues in dental schools in the United States and Canada. In addition, the perceptions of student leaders who self-identified as belonging to the LGBT community and of students with a heterosexual orientation were compared. Data were collected from 113 dental student leaders from twenty-seven dental schools in the United States and three in Canada. Fifty student leaders were females, and sixty-two were males. Only 13.3 percent of the respondents agreed that their dental education prepared them well to treat patients from LGBT backgrounds. The more the student leaders believed that their university has an honest interest in diversity, the better they felt prepared by their dental school program to treat patients from LGBT backgrounds (r=.327; p<.001). The better they felt prepared, the more they perceived the clinic environment as sensitive and affirming for patients with different sexual orientations (r=.464; p<.001). The more they reported that dental schools' administrations create a positive environment for students withLGBT orientations, the more they agreed that persons can feel comfortable regardless of their sexual orientation (r=.585; p<.001).In conclusion, the findings indicate that dental school administrators play an important role in ensuring that future care providers are well prepared to treat patients from LGBT backgrounds and that staff, faculty, students, and patients from these backgrounds are not discriminated against.

A scoping review on social justice education in current undergraduate dental curricula

“…One study identified the role of faculty members in the dental school context and their impact on students’ understanding and adherence to ethical practice . Another study identified that “few schools require faculty to undergo training in either cultural competency or diversity,” thereby impacting the dental school environment such that students’ progressive actions are not reinforced by faculty …”

“…Three studies discussed the role of interdisciplinarity in teaching cultural competency, in addition to a variety of pedagogical approaches . Studies have also used the concept of person‐centered care as a means to teach and increase cultural competency in dental education .…”

“…Three studies in our review discuss the importance of role modeling by faculty and its impact on dental school climate and dental student development . Educators have an important influence on the development of students in a school setting and as such, dental schools should ensure that their faculty has the required knowledge, attitudes, and the willingness to teach students about social topics including social justice .…”

Oral Sex Knowledge and Experience of Transgender Youth: An Opportunity for Dental Education

“…In a broader study by Anderson et al. at 27 U.S. dental schools, however, only 13.3% of LGBT and heterosexual dental student leaders agreed that their dental education prepared them well to treat LGBT‐identified patients 19 . Another study found that 29% of participating U.S. dental schools did not cover LGBT content in any capacity 20 .…”

“…Anderson et al. found that dental students reported feeling more prepared for engaging in these discussions with their LGBTQ+‐identified patients when their institutions prioritized diversity 19 …”