Emma A Nye1, Ashley Crossway2, Sean M Rogers3, Kenneth E Games4, Lindsey E Eberman4. 1. Drake University, Des Moines, IA. 2. Nazareth College, Rochester, NY. 3. California State University, Northridge. 4. Neuromechanics, Interventions, and Continuing Education Research (NICER) Laboratory, Indiana State University, Terre Haute.
Abstract
CONTEXT: Research suggests that patients who identify as lesbian, gay, bisexual, transgender, or queer (LGBTQ) are at risk for certain conditions and denied equal access to health care in physician offices compared with their heterosexual counterparts. However, little evidence exists regarding the treatment of LGBTQ student-athlete patients in the athletic training clinic and the role the athletic trainer (AT) plays in these health care experiences. OBJECTIVE: To explore the perceptions of ATs treating LGBTQ student-athlete patients. DESIGN: Cross-sectional study. SETTING: Web-based survey. PATIENTS OR OTHER PARTICIPANTS: A total of 1077 collegiate and university ATs completed the survey (5685 e-mails distributed, 1214 surveys started, access rate = 21.4%, completion rate = 88.7%). MAIN OUTCOME MEASURE(S): Demographic information and level of agreement in 3 areas (approach, quality of care, and comfort) were obtained on a 5-point Likert scale. We asked ATs their likeliness of providing guidance to student-athletes about navigating their sexuality generally and as it related to athletic participation, if they thought they provided equal health care to a student-athlete who identified as LGBTQ, how comfortable they were treating LGBTQ student-athlete patients, and how comfortable they thought student-athlete patients would be seeking care from them or from providers in their clinic. RESULTS: Overall, we found differences among groups for sexual orientation, gender, religion, and the existence of interpersonal contact with LGBTQ friends or family for approach, quality of care, and comfort. We also identified 2 main themes indicating ATs' desire for more training and education, specifically in caring for transgender student-athletes and providing patient-centered care with professionalism, regardless of gender identity or sexual orientation. CONCLUSIONS: Although differences existed among demographic groups, ATs had a generally positive view of treating LGBTQ student-athlete patients and wanted more training and education on the specific needs of this population.
CONTEXT: Research suggests that patients who identify as lesbian, gay, bisexual, transgender, or queer (LGBTQ) are at risk for certain conditions and denied equal access to health care in physician offices compared with their heterosexual counterparts. However, little evidence exists regarding the treatment of LGBTQ student-athlete patients in the athletic training clinic and the role the athletic trainer (AT) plays in these health care experiences. OBJECTIVE: To explore the perceptions of ATs treating LGBTQ student-athlete patients. DESIGN: Cross-sectional study. SETTING: Web-based survey. PATIENTS OR OTHER PARTICIPANTS: A total of 1077 collegiate and university ATs completed the survey (5685 e-mails distributed, 1214 surveys started, access rate = 21.4%, completion rate = 88.7%). MAIN OUTCOME MEASURE(S): Demographic information and level of agreement in 3 areas (approach, quality of care, and comfort) were obtained on a 5-point Likert scale. We asked ATs their likeliness of providing guidance to student-athletes about navigating their sexuality generally and as it related to athletic participation, if they thought they provided equal health care to a student-athlete who identified as LGBTQ, how comfortable they were treating LGBTQ student-athlete patients, and how comfortable they thought student-athlete patients would be seeking care from them or from providers in their clinic. RESULTS: Overall, we found differences among groups for sexual orientation, gender, religion, and the existence of interpersonal contact with LGBTQ friends or family for approach, quality of care, and comfort. We also identified 2 main themes indicating ATs' desire for more training and education, specifically in caring for transgender student-athletes and providing patient-centered care with professionalism, regardless of gender identity or sexual orientation. CONCLUSIONS: Although differences existed among demographic groups, ATs had a generally positive view of treating LGBTQ student-athlete patients and wanted more training and education on the specific needs of this population.
Entities:
Keywords:
diversity; gender; health care; inclusion; sexuality
Authors: Rachel L Johnson; Somnath Saha; Jose J Arbelaez; Mary Catherine Beach; Lisa A Cooper Journal: J Gen Intern Med Date: 2004-02 Impact factor: 5.128
Authors: Daniel R Walen; Emma A Nye; Sean M Rogers; Ashley K Crossway; Zachary K Winkelmann; Stacy E Walker; Lindsey E Eberman Journal: J Athl Train Date: 2020-11-01 Impact factor: 2.860
Authors: Lindsey E Eberman; Zachary K Winkelmann; Emma A Nye; Daniel R Walen; Kelcey C Granger; Stacy E Walker Journal: J Athl Train Date: 2021-03-01 Impact factor: 2.860