LGBTQIAP+ HEALTH IN MEDICINE EDUCATION: AN INTEGRATIVE REVIEW

• DOI: 10.22533/at.ed.1592752225114

• Palavras-chave: Medical students. Sexual and gender minorities. Primary Health Care.

• Keywords: Medical students. Sexual and gender minorities. Primary Health Care.

• Abstract:

  Issues related to gender identity have undergone many changes over time, until they are more accepted today. The lesbian, gay, bisexual, transsexual, transgender, queer, intersex, asexual and pansexual (LGBTQIAP+) population currently faces difficulties with regard to access to the Unified Health System (SUS), mainly because they remain with the idea that they cannot follows the heteronormative pattern dictated by society, in addition to the different forms of prejudice and judgments suffered in public environments. In the midst of this scenario, the LGBTQIAP+ community still suffers from a reception deficit by not having their health needs fully met due to different types of prejudice. This type of action by health professionals is often due to lack of knowledge on the subject. So, this review seeks to carry out a survey about the teaching of structural determinants of health for LGBTQIAP+ individuals, and to raise discussions about the importance of training doctors for adequate assistance to this community. For this, a scientific survey was carried out in the main databases, using the terms “Health; LGBTQUIAP+; Teaching and Medicine", including articles published from 2020 onwards with studies that answer the guiding question, with full texts available online in English and Portuguese. The results of this search resulted in ten articles that met the previously established inclusion criteria, which made evident the need for maintenance in the curricula of courses for health professionals, showing the implementation of curricular content focused on the theme of work, as well as its effects. The selected surveys make evident the need for adjustments in the curricula of educational institutions, including in the system the theme related to sexual diversity, gender identity and sexual orientation, so that there is adequate support for the care of this population. In addition to making it implicit, the need for students, as co-responsible for their training, to seek to understand and learn about care in relation to the health care of LGTQIAP+ people, so that there is correct assistance, based on the foundations of medical ethics and human rights, respecting the differences of each one. including in the system the theme related to sexual diversity, gender identity and sexual orientation, so that there is adequate support for the care of this population. In addition to making it implicit, the need for students, as co-responsible for their training, to seek to understand and learn about care in relation to the health care of LGTQIAP+ people, so that there is correct assistance, based on the foundations of medical ethics and human rights, respecting the differences of each one. including in the system the theme related to sexual diversity, gender identity and sexual orientation, so that there is adequate support for the care of this population. In addition to making it implicit, the need for students, as co-responsible for their training, to seek to understand and learn about care in relation to the health care of LGTQIAP+ people, so that there is correct assistance, based on the foundations of medical ethics and human rights, respecting the differences of each one.