Medical students’ perspective on LGBT curriculum in the Medicine Degree in Spain in 2019: an observational transversal study
Abstract
Introduction: Lesbian, gay, bisexual, and transgender (LGBT) individuals face significant barriers in accessing appropriate and comprehensive medical care. The objective of this study is to evaluate the degree of preparedness and comfort autoperceived by spanish medical students and the factors that most determine their learning. Method: An online questionnaire (2019) was distributed to students (n=349) at 41 spanish medical schools. Results: Of 349 survey respondents, 326 were included 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 barriers to accesing medical care (53/307; 17%) and sex reassignment surgery (61/306; 20%). Medical education helped 26,5% (82/310) of students feel “more prepared” and 22,4% (66/295) of students feel “more comfortable” to care for LGBT patients. Conclusion: sample size doesn’t allow us to make generalizations. However, our results show a trend that generally, Spanish medical students feel 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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