남아프리카공화국 보건학 교육에서의 LGBT

Teaching lesbian, gay, bisexual and transgender health in a South African health sciences faculty: addressing the gap

Alexandra Müller

Background

LGBT 인구에게는 특별한 건강요구가 있다. 성적 지향과 성적 정체성은 그 자체가 건강결정요인이며, homophobia와 heteronormativity는 사회에 여전히 편견으로 남아있다. LGBT환자는 보건의료에서도 차별과 편견을 경험하고 있다. 최근 남아프리카공화국에서는 LGBT에게 필요한 보건의료를 제공하는 정책으로 나아가야 한다는 방향으로 가고 있으나, LGBT의 건강 관련 이슈를 다루는 교육과정은 없다. 본 연구는 University of Cape Town의 의학 교육과정에서 다루고 있는 LGBT 건강 관련 내용에 대한 연구이다.

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.

Methods

UCT의 health sciences 교수들에게 LGBT건강관련 교육내용, 교육법, 평가법에 대하여 설문하였다.

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.

Results

31개분과의 127명이 응답하였다. 93명이 설문에 완전히 다 답하였다. 

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.

Conclusion

현재로서 UCT 보건학 교육과정에서는 LGBT관련 내용을 제대로 다루고 있지 않다. LGBT관련 내용이 MBChB교육과정에서 다뤄지고는 있으나, 이는 대부분 분절화되어있고, 체계적이지 못하며, 전체 내용을 아우르는 큰 구조가 없다. LGBT관련 내용을 모든 보건학 교육과정에 도입하려는 협력적 노력이 필요하고, 이어서 학생들이 LGBT 환자에 대해 전문가적인 지식을 바탕으로 태도와 행동을 보일수 있도록 가르치는 것이 필요하다. LGBT사람들의 건강요구에 대하여 학생을 잘 교육하는 것은 우수한, 개인적 판단이 배제된( non-judgmental ) 의료를 제공하기 위해 필수적이다.

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.

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BMC Med Educ. 2013 Dec 27;13:174. doi: 10.1186/1472-6920-13-174.

Teaching lesbian, gay, bisexual and transgender health in a South African health sciences faculty: addressing thegap.

Müller A.

Author information

Abstract

BACKGROUND:

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.

METHODS:

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.

RESULTS:

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.

CONCLUSION:

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 healthby providing competent and non-judgmental care.

PMID:

 

24373219

 

[PubMed - indexed for MEDLINE] 

PMCID:

 

PMC3877956

 

Free PMC Article