Navigating medical culture and LGBTQ identity

BackgroundContextualised within minority stress theory, this study explores the experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) medical students and how they navigate medical school as sexual minorities. Past research indicates many LGBTQ medical students have witnessed medical school staff make prejudice comments about LGBTQ patients, leading sexual minority students to suppress LGBTQ identities and experience adverse mental health outcomes. MethodsFocus groups were conducted with 12 LGBTQ medical students from four different Michigan-based medical schools. ResultsFindings show that LGBTQ medical students have a difficult time managing their sexual minority status, but non-white LGBTQ medical students experience medical school at an intersection of sexual-identity oppression and racial discrimination. LGBTQ medical students abandon hopes of creating close relationships with faculty members and educators because they have witnessed them make derogatory comments towards LGBTQ patients. The burden of performing well academically and suppressing important aspects of the students' identities creates a stressful work environment that contributes to poor mental health. DiscussionBased on this study's findings, there are two recommendations. First, medical school staff should foster a more inclusive environment for students that disrupts the dominance of heteronormative standards, which ultimately underpins LGBTQ health disparities, more generally. Second, medical school faculty members should show their support to LGBTQ students so they can recognise allies and create supportive networks through these individuals. These relationships could encourage students to become successful professionally, but also promote confident and positive feelings about their identities.