PERCEPTIONS OF TEACHING ABOUT THE LGBTQIAPN+ POPULATION IN MEDICAL GRADUATION

Abstract

 Introduction: In medical education, topics related to gender and sexuality are rarely addressed, which contributes to a lack of knowledge and the perpetuation of prejudice among healthcare professionals when dealing with LGBTQIAPN+ individuals. Objective: To assess the perceptions of medical students and faculty at State University of Rio Grande do Norte regarding specific issues related to LGBTQIAPN+ populations. Methodology: This is a descriptive, cross-sectional study conducted through electronic questionnaires with students and faculty. Knowledge about LGBTQIAPN+ concepts, the inclusion of these topics in the undergraduate curriculum, and perceptions of prejudice were evaluated. Results/Discussion: It was observed that LGBTQIAPN+ self-identified students in clinical training perceived or witnessed more prejudice during their education compared to others. The data show that 73% of faculty members did not address sexuality and gender topics, despite 95.5% agreeing that these issues have positive implications for medical practice. Conclusion: Perceptions regarding LGBTQIAPN+ populations highlight the need to expand discussions to improve the training process for future professionals. There is an urgent need to sensitize universities to develop curricula that include sexual and gender minorities in their educational projects, enabling students to develop the necessary skills.