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Facilitating LGBT medical, health and social care content in higher education teaching

Davy, Zowie; Amsler, Sarah; Duncombe, Karen

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Authors

Zowie Davy

Sarah Amsler

Karen Duncombe



Abstract

Increasingly, Lesbian, Gay, Bisexual, and Transgender (LGBT) health care is becoming an important quality assurance feature of primary, secondary and tertiary healthcare in Britain. While acknowledging these very positive developments, teaching LGBT curricula content is contingent upon having educators understand the complexity of LGBT lives. The study adopted a qualitative mixed method approach. The study investigated how and in what ways barriers and facilitators of providing LGBT medical, health and social care curricula content figure in the accreditation policies and within undergraduate and postgraduate medical and healthcare teaching. This paper illustrates opposing views about curricula inclusion. The evidence presented suggests that LGBT content teaching is often challenged at various points in its delivery. In this respect, we will focus on a number of resistances that sometimes prevents teachers from engaging with and providing the complexities of LGBT curricula content. These include the lack of collegiate, colleague and student cooperation. By investing some time on these often neglected areas of resistance, the difficulties and good practice met by educators will be explored. This focus will make visible how to support medical, health and social care students become aware and confident in tackling contemporaneous health issues for LGBT patients.

Citation

Davy, Z., Amsler, S., & Duncombe, K. (2015). Facilitating LGBT medical, health and social care content in higher education teaching. Qualitative Research in Education, 4(2), https://doi.org/10.4471/qre.2015.1210

Journal Article Type Article
Acceptance Date Apr 15, 2015
Publication Date Jun 28, 2015
Deposit Date Sep 14, 2017
Publicly Available Date Mar 29, 2024
Journal Qualitative Research in Education
Electronic ISSN 2014-6418
Publisher Hipatia Press
Peer Reviewed Peer Reviewed
Volume 4
Issue 2
DOI https://doi.org/10.4471/qre.2015.1210
Keywords lesbian, gay, bisexual, transgender, curricula content, accreditation policies
Public URL https://nottingham-repository.worktribe.com/output/753624
Publisher URL http://hipatiapress.com/hpjournals/index.php/qre/article/view/1210

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