Mollie M. Wallick

How the Topic of Homosexuality is Taught at U.S. Medical Schools.

In 1991 the authors surveyed all U.S. medical schools to assess both the number of curriculum hours devoted to the topic of homosexuality and the instructional strategies employed in its academic treatment; responses were sought from faculty with responsibility for teaching the topic (mostly directors of medical student education in psychiatry). Of the 126 schools, 82 (65%) responded. The mean number of hours reported was 3 hours and 26 minutes, with significant differences based on geographic region. The most frequently cited strategy was lectures in human sexuality, followed distantly by panel presentations and meetings with gay men or lesbians (both health care providers and others). To enhance sensitivity and comfort with gay and lesbian issues and to counter stereotypic responses, the authors propose that the topic of homosexuality be wholly integrated throughout the curriculum.

Follow-up survey of support services for lesbian, gay, and bisexual medical students.

PURPOSE: To replicate and extend a pilot study conducted in 1990 regarding support services for lesbian, gay, and bisexual (LGB) medical students. METHOD: In 1994 the authors surveyed all 320 members of Lesbian, Gay, and Bisexual People in Medicine, a standing committee of the American Medical Student Association. Chi-square analyses were used to compare responses by subgroups. RESULTS: Responses were received from 185 students (58%) at 92 medical schools. Students who had access to school or community support groups were significantly more likely to disclose their sexual orientation and to know faculty with whom to discuss LGB issues. Nonwhite students were significantly less likely to know faculty with whom to discuss gay-related concerns, to disclose their orientation, and to know of support services. No difference between the academic experiences of lesbians and gay men was reported. Additionally, 115 (62%) of the students reported exposure to anti-gay comments, and 28 (15%) indicated they would not choose to enter the medical field if they were in college today. CONCLUSION: Although the needs of LGB medical students appear to be receiving increased attention (albeit with great variability from school to school), the survey results suggest that more student-faculty liaisons and more support groups are needed, that LGB patient care should be taught more widely, and that all medical students have too little exposure to non-pejorative descriptions of LGB patients.

Support services for homosexual students at U.S. medical schools.

This study reports the results of a national survey conducted to assess current programs directed toward gay and lesbian medical students and to identify their perceptions, needs, and wishes. Support services are limited and those that do exist vary on the basis of class size, institutional affiliation, and geographic region. The topic of homosexuality is taught in most medical schools in a circumscribed way. Implications of the findings concern the medical education of all students, irrespective of their sexual orientations.

Gay and Lesbian Issues in U.S. Psychiatry Training as Reported by Residency Training Directors

This study reports the results of a survey of U.S. residency training directors that explored the training milieu of gay and lesbian psychiatric residents. Of the 198 training directors surveyed, 134 (67.7%) completed the questionnaire. All but four of the directors reported the inclusion of gay and lesbian issues in the curriculum, most frequently in PGY-3. Using a 5-point rating scale, 47.3% reported that homosexuality was regarded at their programs as “normal” or “somewhat normal,” 51.2% as “neutral,” and 1.5% as “somewhat pathological” or “pathological.” In general, the directors’ overall assessment of departmental attitudes about homosexuality paralleled the findings previously reported by lesbian and gay residents, with some discrepancy concerning the disclosure of sexual orientation to psychotherapy patients. In the earlier study, nearly one-third of gay and lesbian residents reported such disclosure; in the current study, only three training directors (2.5%) regarded this practice favorably. The results of the present study reflect the diversity of opinion found among residency training directors on the topic of gay and lesbian issues.

Gay and Lesbian Issues in Residency Training at U.S. Psychiatry Programs

The authors conducted a survey that explored the training milieu of gay and lesbian psychiatric residents at various sites throughout the United States. In some ways, the residents surveyed have greater institutional support than was found in an earlier study of homosexual medical students. But there are clear and disturbing differences among residents based on gender, with men more likely than women to consider their program supportive of their sexual orientation. In spite of this relative advantage, gay men and lesbians, medical students and residents alike, would prefer that their training institutions be more supportive of their sexuality and more adept at facilitating sensitive care of homosexual patients.

PREDICTING SPECIAL NEEDS FROM INFORMATION AVAILABLE AT BIRTH

This study investigated relationships between maternal-neonatal contact condition, mothers age and education, and childs sex with childs placement in special education or retention in grade in the regular classroom. Subjects were 76 children born a decade ago at two hospitals with contrasting procedures for maternal-neonatal care. Discriminant analysis indicated that sex of child and maternal-neonatal contact condition best predicted special placement. Maternal education and age were most predictive—and contact condition somewhat less predictive—of grade retention status.

Effects of Block Placement and Timing on Students’ Evaluation of Their Psychiatry Clerkship

Students evaluated the redesigned LSUMC psychiatry clerkship after their six-week experience during the 1984–1985 academic year. Although no differences in their evaluations related to clinical placement, they did relate to the timing of the six-week clerkship within the academic year.