Saúde LGBTQIAPN+ na formação médica: percepção dos discentes sobre a abordagem clínico-curricular.

Abstract

Introduction: The National Curricular Guidelines for the Medicine course recommend that the undergraduate student must be trained to consider all dimensions of the human being, including gender and sexual orientation, however the approach to these themes during graduation occurs in a limited way. The average teaching time about the LGBTQIAPN+ population - throughout the course - varies from 3 to 55 hours. The perception of students is that the curricular approach is insufficient, which leads to a lack of confidence/aptitude to act on the demands of this community. Objective: To understand the perception of medical students regarding the clinical-curricular approach to the LGBTQIAPN+ theme at a university in the interior of Sergipe. Methods: Exploratory-descriptive study with a quantitative approach carried out among a convenience sample of medical students from the 3rd to 6th cycle of the Federal University of Sergipe, Campus Lagarto. Data were collected through a validated questionnaire composed of statements on a Likert scale, in which students were approached virtually and in person during the months of June to October. Results: 137 medical students participated in the study, 28% (n=38) from the 3rd cycle, 23% (n=32) from the 4th cycle, 31% (n=42) from the 5th cycle and 18% (n=25) of the 6th cycle. 70% (n =96) were between 20 and 25 years old, 51% (n=70) were female and recognized themselves as cisgender women, 59% (n=82) were black and 74% (n=102) were heterosexual. The majority (77%; n=89) reported that gender and sexuality were infrequent topics, with 79% (n = 99) having contact with LBGTQIAPN+ people only during internship. 77% (n = 88) were confident in addressing patients' sexual orientation, however this number was lower (69%; n=74) when it came to gender identity and its demands. Confidence in addressing sexuality and gender was greater among those who declared themselves black (p=0.007; p=0.009). Furthermore, an association was evidenced between being lesbian, gay or bisexual and feeling excluded due to their sexuality (p<0.001), being 38 times greater than among heterosexuals. Conclusion: The perception of the participants is that the curricular approach to the LGBTQIAPN+ theme was rare. In another perspective, the clinical approach was focused only on the last years of graduation, which impacted the safety in approaching specific segments of the community, such as transgender people. Despite this, the theoretical knowledge was satisfactory and may be related to the ATLM used on the university campus. Furthermore, the university environment is permeated by stigmas arising from students and teachers, which can affect the learning process of LGBQIAPN+ undergraduates.