It’s not alphabet soup – supporting the inclusion of inclusive queer curricula in medical education

Abstract

Medical curricula have undergone somewhat of a renaissance in response to the changing landscape of health and social care within the UK. One group that is particularly underrepresented within medical curricula is the LGBTQIA+ community; thus further marginalising the community and potentially perpetuating the well-documented health inequalities experienced by LGBTQIA+ individuals. This article discusses the current representation of the LGTBQIA+ community within medical curricula and presents recommendations for more inclusive, contemporary practice. The authors champion for the creation of a culture centred upon education and advocacy. Co-creation of curricula is an important consideration ensuring that the burden does not fall to those with lived experiences to educate others. Health curricula need to evolve to represent the diversification of society and the associated healthcare and workforce needs. This discussion article serves to challenge the heteronormative assumptions within healthcare and proposes strategies for training the future workforce to deliver inclusive and supportive healthcare. It is pivotal to afford healthcare students with the opportunity to develop their communication and consultation skills, especially with regard to sensitive subject matters including sexuality, gender identity and sexual histories. By setting aside time for students to develop their professional scripts, there will be direct benefits for the patient community and those marginalised by current healthcare practices.