Facilitating LGBT Medical, Health and Social Care Content in Higher Education Teaching

De Montfort University Open Research Archive

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dc.contributor.author Davy, Zowie en
dc.contributor.author Amsler, Sarah en
dc.contributor.author Duncombe, Karen en
dc.date.accessioned 2016-10-25T08:42:06Z
dc.date.available 2016-10-25T08:42:06Z
dc.date.issued 2015-06-28
dc.identifier.citation Davy, Z. Amsler, S. and Duncombe, K. (2015). Facilitating LGBT Medical, Health and Social Care Content in Higher Education Teaching. Qualitative Research in Education, 4 (2), pp. 134-162. en
dc.identifier.issn 2014-6418
dc.identifier.uri http://hdl.handle.net/2086/12731
dc.description.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. en
dc.language.iso en en
dc.publisher Qualitative Research in Education en
dc.subject lesbian en
dc.subject gay en
dc.subject bisexual en
dc.subject transgender en
dc.subject curricula content en
dc.subject accreditation policies en
dc.title Facilitating LGBT Medical, Health and Social Care Content in Higher Education Teaching en
dc.type Article en
dc.identifier.doi http://dx.doi.org/10.17583/qre.2015.1210
dc.peerreviewed Yes en
dc.funder College of Social Science Fund, University of Lincoln en
dc.projectid N/A en
dc.cclicence CC BY en
dc.date.acceptance 2015-06-28 en


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