Preparing the primary care workforce to address health needs of LGBT patients: Results from the CERA study

BACKGROUND: Primary care physicians often serve on the frontlines addressing clinical and public health needs of communities. What little is known about LGBT health education of primary care doctors during residency training suggests the need for improvement. Further, the degree to which training programs express comfort with accepting and training LGBT applicants has implications with regard such programs' ability to address the needs of LGBT patients. METHODS: Internet survey of U.S. family medicine residency directors about resident training on LGBT health, administered by the Society of Teachers of Family Medicine as part of the CERA study. Variables included residency program characteristics (size, location), LGBT curricular content, presence of openly LGBT faculty, program capacity to teach LGBT health topics, barriers to teaching about LGBT health, and comfort level in accepting openly LGB trainees and openly transgender trainees. RESULTS: 212 of 431 program directors surveyed responded (49.1%). Based on program director report, a majority of programs spent some time on LGBT health: 72% 1–5 hours and 12% >5 hours; 40% have openly LGBT faculty, and 60% have faculty willing to teach LGBT content. Nearly 90% had no concern about selecting LGB applicants for training in their program, but comfort about selecting transgender applicants was lower. Programs with LGBT faculty spent more time on LGBT content than those without (22% versus 6% spending >5 hours). CONCLUSIONS: This study shows progress in family medicine residency education and openness on LGBT issues compared to prior reports, but there remains room for further improvement.