School of Public Health and Family Medicine, Health Sciences Faculty, University of Cape, Town, Anzio Rd, Observatory, Cape Town 7925, South Africa.
BMC Med Educ. 2013 Dec 27;13:174. doi: 10.1186/1472-6920-13-174.
People who identity as lesbian, gay, bisexual and transgender (LGBT) have specific health needs. Sexual orientation and gender identity are social determinants of health, as homophobia and heteronormativity persist as prejudices in society. LGBT patients often experience discrimination and prejudice in health care settings. While recent South African policies recognise the need for providing LGBT specific health care, no curricula for teaching about LGBT health related issues exist in South African health sciences faculties. This study aimed to determine the extent to which LGBT health related content is taught in the University of Cape Town's medical curriculum.
A curriculum mapping exercise was conducted through an online survey of all academic staff at the UCT health sciences faculty, determining LGBT health related content, pedagogical methodology and assessment.
127 academics, across 31 divisions and research units in the Faculty of Health Sciences, responded to the survey, of which 93 completed the questionnaire. Ten taught some content related to LGBT health in the MBChB curriculum. No LGBT health related content was taught in the allied health sciences curricula. The MBChB curriculum provided no opportunity for students to challenge their own attitudes towards LGBT patients, and key LGBT health topics such as safer sex, mental health, substance abuse and adolescent health were not addressed.
At present, UCTs health sciences curricula do not adequately address LGBT specific health issues. Where LGBT health related content is taught in the MBChB curriculum, it is largely discretionary, unsystematic and not incorporated into the overarching structure. Coordinated initiatives to integrate LGBT health related content into all health sciences curricula should be supported, and follow an approach that challenges students to develop professional attitudes and behaviour concerning care for patients from LGBT backgrounds, as well as providing them with specific LGBT health knowledge. Educating health professions students on the health needs of LGBT people is essential to improving this population's health by providing competent and non-judgmental care.
同性恋、双性恋和跨性别者（LGBT）群体具有特殊的健康需求。性取向和性别认同是健康的社会决定因素，因为恐同和异性恋规范仍然是社会上的偏见。LGBT 患者在医疗保健环境中经常遭受歧视和偏见。尽管南非最近的政策认识到需要提供专门针对 LGBT 的医疗保健，但南非健康科学学院没有教授与 LGBT 健康相关问题的课程。本研究旨在确定在开普敦大学医学课程中教授与 LGBT 健康相关内容的程度。
通过对开普敦大学健康科学学院所有学术人员进行在线调查，进行了课程映射练习，以确定与 LGBT 健康相关的内容、教学方法和评估。
健康科学学院 31 个系和研究单位的 127 名学者对调查做出了回应，其中 93 人完成了问卷调查。有 10 人在 MBChB 课程中教授一些与 LGBT 健康相关的内容。在辅助健康科学课程中没有教授与 LGBT 健康相关的内容。MBChB 课程没有为学生提供挑战自己对 LGBT 患者态度的机会，也没有涉及安全性行为、心理健康、药物滥用和青少年健康等关键 LGBT 健康主题。
目前，开普敦大学健康科学学院的课程没有充分解决 LGBT 特定的健康问题。在 MBChB 课程中教授与 LGBT 健康相关的内容时，主要是随意的、不系统的，并且没有纳入总体结构。应该支持协调一致的举措，将 LGBT 健康相关内容纳入所有健康科学课程，并采取一种方法，挑战学生发展专业态度和行为，为来自 LGBT 背景的患者提供护理，同时为他们提供具体的 LGBT 健康知识。教育医疗保健专业学生了解 LGBT 人群的健康需求对于通过提供有能力且无偏见的护理来改善这一人群的健康至关重要。
