LGBTQIA+ Cultural Competency of Psychiatrists in an Indian State: A Cross-Sectional Study
Bibliographic record
Abstract
Indian studies have highlighted medical students’ negative attitudes toward LGBTQIA+ individuals and a lack of LGBTQIA+-informed training. However, no study has assessed the LGBTQIA+-cultural competency of Indian psychiatrists. This cross-sectional study assessed the cultural competency of psychiatrists in Kerala, an Indian state, and explored its association with relevant sociodemographic and experiential variables. LGBTQIA+ cultural competency was measured using the LGBT Development of Clinical Skills Scale (LGBT-DOCSS). Data were collected through stratified convenience sampling, in-person at psychiatry meetings and online through WhatsApp. Participants (N = 166) had a moderate overall LGBT-DOCSS score (mean ± SD: 5.03 ± 0.80). Subscales showed moderate knowledge (median: 5.50, IQR: 2), high attitudinal awareness (median: 6.14, IQR: 1), and low clinical preparedness (3.88 ± 1.43). LGB (5.16 ± 0.83) and transgender (5.02 ± 0.85) cultural competencies were moderate. Most participants (n = 160, 96.4%) treated < 5 LGBTQIA+ patients per month, and only 16 (9.6%) had received LGBTQIA+-informed training. Age (ρ = -0.18, p = 0.018) and religiosity (ρ = -0.23, p = 0.002) were significantly negatively correlated with cultural competency. Psychiatrists who treated < 5 LGBTQIA+ patients per month demonstrated significantly lesser cultural competency than those who treated 5–10 (t = -2.78, p = 0.033). Psychiatrists in Kerala have moderate LGBTQIA+ cultural competency, with high attitudinal awareness, moderate knowledge, and low clinical preparedness. This study highlights the need for comprehensive cultural competency training.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".