Graduate Professional Athletic Training Students’ Levels of Comfort, Competence, and Perception of LGBTQIA+ Curriculums
Location
Turner Gymnasium
Access Type
Campus Access Only
Entry Number
8
Start Date
4-5-2023 12:00 PM
End Date
4-5-2023 1:30 PM
College
College of Health Sciences
Department
Athletic Training
Abstract
The purpose of this study was to determine the level of comfort, competence, and overall perception graduate professional Athletic Training students have providing healthcare for members of the LGBTQIA+ community.
We sent an email to all directors of graduate professional athletic training programs in the United States and asked them to forward recruitment information to students enrolled in their programs. 144 students (116 women, 28 men, age = 23±2.74 years) completed an anonymous online survey that had been previously validated. The survey assessed 3 dependent variables; comfort, competency, and perceptions of the curriculum regarding patients who identify as LGBTQIA+. The 3 independent variables were participant sexual orientation (straight, LGBTQIA+), participant gender identity (man, women, other), and whether or not they had a friend or family member who identified as a part of the LGBTQIA+ community (yes, no).
When examining participant sexual orientation, we found significant differences when comparing levels of self-reported comfort (P<.01) and competence (P=.02), but not perceptions of curriculum (P=.33). There was a significant difference between self reported competence when examining gender identity (P<.01) but not for self reported comfort (P=.16) or perceptions of curriculum (P=.62). Individuals self -reported comfort (P <.001) and competence (P<.01) were both significantly different, however no significant difference was found within curriculum perceptions (P=.72) when examining if participants knew if a family member or friend identified as a member of the LGBTQIA+ community.
The majority of participants within our study reported minimal to very little education within their graduate professional Athletic Training curriculum on healthcare needs of the LGBTQIA+ community. Based on the results from this study, additional professional education and continuing education can be developed in order to bridge the comfort and competence gap athletic trainers have towards providing care for members of the LGBTQIA+ community.
Faculty Mentor(s)
Dr. Thomas G. Bowman Dr. Patricia Aronson Dr. Lindsay Pieper
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Graduate Professional Athletic Training Students’ Levels of Comfort, Competence, and Perception of LGBTQIA+ Curriculums
Turner Gymnasium
The purpose of this study was to determine the level of comfort, competence, and overall perception graduate professional Athletic Training students have providing healthcare for members of the LGBTQIA+ community.
We sent an email to all directors of graduate professional athletic training programs in the United States and asked them to forward recruitment information to students enrolled in their programs. 144 students (116 women, 28 men, age = 23±2.74 years) completed an anonymous online survey that had been previously validated. The survey assessed 3 dependent variables; comfort, competency, and perceptions of the curriculum regarding patients who identify as LGBTQIA+. The 3 independent variables were participant sexual orientation (straight, LGBTQIA+), participant gender identity (man, women, other), and whether or not they had a friend or family member who identified as a part of the LGBTQIA+ community (yes, no).
When examining participant sexual orientation, we found significant differences when comparing levels of self-reported comfort (P<.01) and competence (P=.02), but not perceptions of curriculum (P=.33). There was a significant difference between self reported competence when examining gender identity (P<.01) but not for self reported comfort (P=.16) or perceptions of curriculum (P=.62). Individuals self -reported comfort (P <.001) and competence (P<.01) were both significantly different, however no significant difference was found within curriculum perceptions (P=.72) when examining if participants knew if a family member or friend identified as a member of the LGBTQIA+ community.
The majority of participants within our study reported minimal to very little education within their graduate professional Athletic Training curriculum on healthcare needs of the LGBTQIA+ community. Based on the results from this study, additional professional education and continuing education can be developed in order to bridge the comfort and competence gap athletic trainers have towards providing care for members of the LGBTQIA+ community.