Perspectiva del estudiantado de Medicina sobre los contenidos LGBT en el curriculum del Grado de Medicina en España en 2019un estudio observacional transversal

  1. Antonio Pujol de Castro 1
  2. Daniel G. Abiétar 2
  3. Laura Martínez Hernández 3
  4. Ángel Gasch-Gallén 4
  5. Christian Gil-Borrelli 5
  6. Pello Latasa 5
  1. 1 Departamento de Medicina Preventiva. Hospital Clínico San Carlo
  2. 2 Federación Española de Asociaciones de Estudiantes de Medicina para la Cooperación Internacional (IFMSA-Spain)
  3. 3 Consejo Estatal de Estudiantes de Medicina (CEEM)
  4. 4 Universidad de Zaragoza
    info

    Universidad de Zaragoza

    Zaragoza, España

    ROR https://ror.org/012a91z28

  5. 5 Iniciativa Sociosanitaria para la Cooperación y Equidad LGBT en España (ISOSCELES)
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Journal:
Revista Española de Educación Médica

ISSN: 2660-8529

Year of publication: 2022

Issue Title: Revista Española de Educación Médica

Volume: 3

Issue: 3

Pages: 1-14

Type: Article

DOI: 10.6018/EDUMED.540941 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

More publications in: Revista Española de Educación Médica

Sustainable development goals

Abstract

Introduction: Lesbian, gay, bisexual, and transgender (LGBT) individuals face significant barriers inaccessing appropriate and comprehensive medical care. The objective of this study is to evaluatethe degree of preparedness and comfort autoperceived by spanish medical students and thefactors that most determine their learning. Method: An online questionnaire (2019) was distributedto students (n=349) at 41 spanish medical schools. Results: Of 349 survey respondents, 326 wereincluded in the final analysis. Globally, LGBT-related curricular content is taught to 16% (45/282)of medical students. Students often felt prepared addressing human immunodeficiency virus(170/309; 55%) and sexual orientation (149/305; 49%). They felt least prepared discussing barriersto accesing medical care (53/307; 17%) and sex reassignment surgery (61/306; 20%). Medicaleducation helped 26,5% (82/310) of students feel “more prepared” and 22,4% (66/295) of studentsfeel “more comfortable” to care for LGBT patients. Conclusion: sample size doesn’t allow us tomake generalizations. However, our results show a trend that generally, Spanish medical studentsfeel as comfortable as students from other countries but less prepared to care for LGBT patients.Interaction with their peers has been shown as the most important source of formation.

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Data source: Dialnet