Health education for sexual and gender minorities is a duty of medical schools
International Journal of Development Research
Health education for sexual and gender minorities is a duty of medical schools
Received 17th July, 2022; Received in revised form 22nd July, 2022; Accepted 30th August, 2022; Published online 20th September, 2022
Copyright © 2022, Herbert Paulino Cordeiro and Clea Nazaré Carneiro Bichara. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
The LGBTQIA+ population, as a result of vulnerability in several aspects, presents inequities in access to health compared to other population groups. Thus, the formation of the future doctor is questioned and how the teaching and learning on the subject is being passed on by professors in medical schools. This paper presents a narrative review of the approach to the theme in medical education, based on documental research in the main databases (Pubmed and Google scholar). From this study, it is observed that, among several factors that may interfere in this theme, the teaching role in the teaching and learning process for the acquisition of competences in the context of LGBTQIA+ health is of unique and fundamental importance in the formation of the future health professional critical and reflective about the necessary skills. Therefore, it is also necessary to train teachers in order to stimulate knowledge about the demands required by the LGBTQIA+ population.
