LGBTIQ Inclusive Learning and Teaching Strategies

Abstract

Health and medical curriculums are necessarily busy programs, covering an expansive repertoire of bio-psycho-social material. So how can these programs create meaningful pedagogical opportunities for students to learn about LGBTIQ people’s health? In this exploratory research, I ask these practical questions and look to how students, staff and clinical educators experience LGBTI health curriculum, its presence and/or absence in classrooms and clinics, and it’s relevance to the skills required of emerging health practitioners.