Unveiling the gaps: Assessing LGBTQIA+ inclusivity on emergency medicine residency websites-An analysis of pronoun usage, diversity pages, and LGBTQIA+ sections

Eliot H Blum; Michelle D Lall; Christopher S Awad; Lauren Jenkins; David R G Kulp MSc; Khiem H N Hoang

doi:10.1002/aet2.11054

Unveiling the gaps: Assessing LGBTQIA+ inclusivity on emergency medicine residency websites-An analysis of pronoun usage, diversity pages, and LGBTQIA+ sections

AEM Educ Train. 2024 Dec 20;8(6):e11054. doi: 10.1002/aet2.11054. eCollection 2024 Dec.

Authors

Eliot H Blum¹, Michelle D Lall¹, Christopher S Awad¹, Lauren Jenkins¹, David R G Kulp MSc¹, Khiem H N Hoang¹

Affiliation

¹ Emory University School of Medicine Department of Emergency Medicine, Atlanta Georgia USA.

PMID: 39712193
PMCID: PMC11661914 (available on 2025-12-20)
DOI: 10.1002/aet2.11054

Abstract

Introduction: Despite progress in promoting diversity, equity, and inclusion (DEI) in medical education, lesbian, gay, bisexual, transgender, queer/questioning, intersex, asexual, and more (LGBTQIA+) individuals remain underrepresented and often face barriers to equitable advancement. Emergency medicine (EM) residency programs are instrumental in creating inclusive environments that attract diverse applicants and support LGBTQIA+ trainees. Since the COVID-19 pandemic's shift to virtual recruitment, residency websites have become vital tools for communicating DEI initiatives. This study examines LGBTQIA+ inclusivity on EM residency websites, focusing on the visibility of resident pronouns, diversity pages, and LGBTQIA+ subsections.

Methods: We conducted a review of 282 EM residency program websites listed on the Electronic Residency Application Service (ERAS) between August and October 2023. Websites were assessed for the presence of pronouns on resident biographies, dedicated diversity pages, and LGBTQIA+ content. Data were stratified by geographic region and analyzed using descriptive statistics.

Results: Among the websites reviewed, 4.3% displayed resident pronouns, 31.2% had dedicated diversity pages, and 3.9% included LGBTQIA+ subsections. The Midwest region had the highest proportion of programs featuring resident pronouns (5/70), while the West region led in diversity pages (14/32) and LGBTQIA+ content (4/32).

Discussion: The limited visibility of LGBTQIA+ content and pronouns across EM residency websites suggests an underutilization of online platforms to promote inclusivity. With virtual recruitment now standard, these websites are critical for conveying program culture to prospective applicants. Displaying pronouns, DEI pages, and LGBTQIA+-specific content can foster a welcoming environment and signal support to diverse applicants. Programs in regions with stronger DEI representation could serve as models for others, sharing best practices in promoting inclusivity.

Conclusions: Enhancing DEI visibility on EM residency websites may positively influence perceptions and engagement among LGBTQIA+ applicants, fostering more inclusive and equitable training environments that align with the needs of diverse trainees in emergency medicine.