Pride on Purpose: Assessing the LGBTQ+ Graduate Medical Education Learning Environment [ID 1005]

INTRODUCTION: LGBTQ+ physicians face unique challenges throughout their careers. Limited study exists on the training environment in graduate medical education (GME) in general, but especially for minority groups. An evaluation of the current learning environment as it pertains to LGBTQ+ trainees will help inform how to better provide support and retention for trainees as they navigate the GME environment. METHODS: Dissemination of an anonymous online survey nationally to approximately 300 ob-gyn training programs via APMOG Listserve and via 48 emails to ob-gyn residency program coordinators nationwide. RESULTS: Of 58 total respondents, more trainees self-identified as LGBTQ+ than faculty (51.2% versus 11.1%, respectively). Nearly all trainees who completed the survey have identified one or more LGBTQ+ peers in their program (98.2%). 11.6% of trainees report mistreatment as it relates to being a part of the LGBTQ+ community. The majority of microaggressions directed toward trainees come from faculty and ancillary staff. Although the majority of trainees do have a mentor whom they trust (85.7%), 14.3% of trainees do not trust their mentor, despite 66.7% of trainees choosing their mentor. CONCLUSIONS/IMPLICATIONS: This novel pilot study explores the LGBTQ+ learning environment in GME and illustrates that LGBTQ+ trainees are a sizable component of GME in obstetrics and gynecology. LGBTQ+ trainees experience mistreatment specific to their minority group, mostly from surrounding faculty and staff. This study highlights the need to more intentionally study the GME learning environment. Future studies could investigate regional trends or longitudinal trainee experiences, such as belonging, mistreatment, or job satisfaction.