Training of professionais nurses and doctors in the context of health care for the LGBTQIAPN+ population: an integrative review
DOI:
https://doi.org/10.29327/Keywords:
Curriculum, Undergraduate studies, Nursing and Medicine, Sexual and gender minorities, LGBT+Abstract
The LGBTQIAPN+ population has greater health demands than the heterosexual population, both physically and mentally. Health disparities for LGBTQIAPN+ people are directly linked to stigma, discrimination, and denial of their civil and human rights. Therefore, it is essential to have professionals capable of providing comprehensive care to LGBTQIAPN+ people. The objective of this study was to analyze the professional training of doctors and nurses in the context of health care for the LGBTQIAPN+ population. This is an integrative literature review, which included articles in English and Portuguese, published between 2013 and 2024. The search was carried out in the Virtual Health Library (BVS) and PubMed (National Library of Medicine). Two search strategies were used, combining the descriptors: Curriculum, education, undergraduate, sexual and gender minorities, LGBT, health, nurse. The search resulted in 27 articles on LGBTQIAPN+ health education. The data were synthesized and grouped into knowledge, skills, attitudes (KSA), teaching strategies, recommendations for teachers, and curricular recommendations. Curricular deficiencies in competence, comfort, and attitudes of nursing and medical students were evidenced, highlighting the lack of knowledge about terminology, specific care, and needs of the population, especially for lesbians, transgender, and intersex individuals. There was a greater expression of publications in developed countries, with a predominance of the United States. This study was a pioneer in mapping the knowledge, skills, and attitudes necessary for professional training in care for LGBTQIAPN+ people. In conclusion, the professional training of nurses and physicians on LGBTQIAPN+ health is inadequate, evidencing discomfort, technical and theoretical unpreparedness, contributing to stigma and barriers in access to health. The study revealed curricular gaps, inadequate preparation, and points out that educational interventions that improve knowledge, comfort, and the quality of care offered to the community. It is necessary to discuss curricular updates to train physicians and nurses for comprehensive care of the LGBTQIAPN+ population.
References
ALIBUDBUD, Rowalt. Gender in health: addressing transgender-related stigma and health disparities in Southeast Asia. Inquiry: The Journal of Health Care Organization, Provision, and Financing, [S. l.], v. 61, 2024(a). DOI: https://doi.org/10.1177/00469580241254546. Disponível em:https://journals.sagepub.com/doi/10.1177/00469580241254546. Acesso em: 26 ago. 2025.
ALIBUDBUD, Rowalt. Enhancing nursing education to address LGBTQ+ healthcare needs: perspectives from the Philippines. SAGE Open Nursing, [S. l.], v. 10, 2024(b). DOI: https://doi.org/10.1177/23779608241251632. Disponível em:https://journals.sagepub.com/doi/full/10.1177/23779608241251632. Acesso em: 10 out. 2025.
BARRETT, Devon Louise.; et al. Interactive session for residents and medical students on dermatologic care for lesbian, gay, bisexual, transgender, and queer patients. MedEdPORTAL, v. 17, p. 11148, 2021. DOI: https://doi.org/10.15766/mep_2374-8265.11148. Disponível em:https://www.mededportal.org/doi/10.15766/mep_2374-8265.11148. Acesso em: 21 out. 2024.
BRASIL. [Constituição (1988)]. Constituição da República Federativa do Brasil. Brasília, DF: Senado Federal, 1988. Disponível em: http://www.planalto.gov.br/ccivil_03/constituicao/constituicaocompilado.htm. Acesso em: 12 jun. 2025.
BRASIL. Lei n. 8.080, de 19 de setembro de 1990. Dispõe sobre as condições para a promoção, proteção e recuperação da saúde, a organização e o funcionamento dos serviços correspondentes e dá outras providências. Diário Oficial da União: Brasília, DF, 20 set. 1990. Disponível em: http://www.planalto.gov.br/ccivil_03/leis/l8080.htm. Acesso em: 16 jul. 2025.
BRASIL. Ministério da Saúde. Carta dos direitos dos usuários da saúde. Conselho Nacional de Saúde. Brasília, DF: Ministério da Saúde, 2011. Disponível em: http://www.conselho.saude.gov.br/biblioteca/livros/AF_Carta_Usuarios_Saude_site.pdf. Acesso em 16 jan. 2025.
BRASIL. Política Nacional de Saúde Integral de Lésbicas, Gays, Bissexuais, Travestis e Transsexuais. Brasília, DF: Ministério da Saúde. 2013. Disponível em: https://bvsms.saude.gov.br/bvs/publicacoes/politica_nacional_saude_lesbicas_gays.pdf, Acesso em: 10 jan. 2025.
BUNTING, Samuel Robert. et al. A national study of medical students' attitudes toward sexual and gender minority populations: evaluating the effects of demographics and training. LGBT Health, v. 8, n. 1, p. 79-87, 2021. DOI: https://doi.org/10.1089/lgbt.2020.0288. Disponível em: https://www.liebertpub.com/doi/10.1089/lgbt.2020.0288. Acesso em: 10 jan. 2025.
BURTON, Candace W; NOLASCO, Kevin; HOLMES, Dave. Queering nursing curricula: Understanding and increasing attention to LGBTQIA+ health needs. Journal of Professional Nursing, v. 37, n. 1, p. 101-107, 2021. DOI: https://doi.org/10.1016/j.profnurs.2020.07.003.
Disponível em:https://www.sciencedirect.com/science/article/abs/pii/S8755722320301381?utm_source=chatgpt.com. Acesso em: 29 jul. 2025.
CANNON, Sophie; SHUKLA, Vipul; VANDERBILT, Allison. Addressing the healthcare needs of older lesbian, gay, bisexual, and transgender patients in medical school curricula: A call to action. Medical education, [S. l.], v. 22, n. 1, 2017. DOI: https://doi.org/10.1080/10872981.2017.1320933. Disponível em:https://www.tandfonline.com/doi/full/10.1080/10872981.2017.1320933. Acesso em: 29 jul. 2025.
CARABEZ, Rebecca. et al. Nursing Students’ Perceptions of their Knowledge of Lesbian, Gay, Bisexual, and Transgender Issues: Effectiveness of a multi-purpose assignment in a public health nursing class. Journal of Nursing Education, [S. l.], v. 54, n. 1, p. 50-53, 2015. DOI: https://doi.org/10.3928/01484834-20141228-03. Disponível em:https://journals.healio.com/doi/10.3928/01484834-20141228-03. Acesso em: 29 jul. 2025.
COOPER, Matthew Brett; CHACKO, Mariam; CHRISTNER Jennifer. Incorporating LGBT health in an undergraduate medical education curriculum through the construct of social determinants of health. MedEdPORTAL, [S. l.], v. 14, p. 10781, 2018. DOI: https://doi.org/10.15766/mep_2374-8265.10781. Disponível em:https://www.mededportal.org/doi/10.15766/mep_2374-8265.10781 Acesso em: 29 jul. 2025.
DILLEY, Julia. et al. Demonstrating the Importance and Feasibility of Including Sexual Orientation in Public Health Surveys: Health Disparities in the Pacific Northwest. American Journal of Public Health (AJPH), [S. l.], v.100, n.3, p. 460-467, 2010. DOI: https://doi.org/10.2105/AJPH.2007.130336. Disponível em:https://ajph.aphapublications.org/doi/full/10.2105/AJPH.2007.130336. Acesso em: 08 nov 2024.
DONALD, Cameron Alexander. et al. Queer frontiers in medicine: a structural competency approach. Academic Medicine, v. 92, n. 3, p. 345-350, 2017. DOI: https://doi.org/10.1097/ACM.0000000000001533. Disponível em:https://journals.lww.com/academicmedicine/abstract/2017/03000/queer_frontiers_in_medicine__a_structural.26.aspx. Acesso em: 29 jul. 2025.
GROSZ, Andrea Michelle. et al. A Student-Led Introduction to Lesbian, Gay, Bisexual, and Transgender Health for First-Year Medical Students. Sociedade of Teachers Family Medicine, [S. l.], v. 49 n. 1, p. 52-56, 2017. Disponível em:https://pubmed.ncbi.nlm.nih.gov/28166581/. Acesso em: 29 jul. 2025.
HARDACKER, Cecilia. et al. Adding silver to the rainbow: the development of the nurses' health education about LGBT elders (HEALE) cultural competency curriculum. Journal of Nursing Management, v. 22, n. 2, p. 257-266, 2014. DOI: http://doi.wiley.com/10.1111/jonm.12125. Disponível em:https://onlinelibrary.wiley.com/doi/abs/10.1111/jonm.12125. Acesso em: 29 jul. 2025.
Lesbian, Gay, Bisexual and Transgender Health. American Psychological Association [online], 10 ago. 2020. Disponível em: https://www.healthypeople.gov/2020/topics-objectives/topic/lesbian-gay-bisexual-and-transgender-health#one. Acesso em: 08 set. 2024.
HOLLENBACH, Andrew; ECKSTRAND, Kristen; DREGER, Alice Dreger. Implementing curricular and institutional climate changes to improve health care for individuals who are LGBT, gender nonconforming, or born with DSD: a resource for medical educators. Washington, DC: Association of American Medical Colleges [online], 2014. Manual. Disponível em: https://store.aamc.org/implementing-curricular-and-institutional-climate-changes-to-improve-health-care-for-individuals-who-are-lgbt-gender-nonconforming-or-born-with-dsd-a-resource-for-medical-educators.html Acesso em: 10 out. 2025.
Brazil: Attacks on Gender and Sexuality Education. Human Rights Watch [online]. 18 de outubro de 2021. Disponível em: https://www.hrw.org/news/2022/05/12/brazil-attacks-gender-and-sexuality-education. Acesso em: 10 out. 2025.
IBAÑEZ, Gladys E. et al. Sexual risk, substance use, and psychological distress in HIV-positive gay and bisexual men who also inject drugs. AIDS, v. 19. p.49-55, abril 2005. DOI: https://doi.org/10.1097/01.aids.0000167351.00503.92. Disponível em: https://journals.lww.com/aidsonline/abstract/2005/04001/sexual_risk,_substance_use,_and_psychological.5.aspx. Acesso em: 29 jul. 2025.
KEUROGHLIAN, Alex. et al. Harvard Medical School’s sexual and gender minority health equity initiative: curricular and climate innovations in undergraduate medical education. Academic Medicine, v. 97, n. 12, p. 1786-1793, 2022. DOI: https://doi.org/10.1097/acm.0000000000004867. Disponível em: https://pubmed.ncbi.nlm.nih.gov/35947484/. Acesso em: 29 jul. 2025.
KUZMA, Elizabeth. et al. Improving lesbian, gay, bisexual, transgender, and queer/questioning health: using a standardized patient experience to educate advanced practice nursing students. Journal of the American Association of Nurse Practitioners, v. 31, n. 12, p. 714-722, 2019. DOI: https://doi.org/10.1097/JXX.0000000000000224. Disponível em: https://journals.lww.com/jaanp/abstract/2019/12000/improving_lesbian,_gay,_bisexual,_transgender,_and.9.aspx Acesso em: 20 nov. 2025.
LAMPALZER, Ute. et al. The Needs of LGBTI People Regarding Health Care Structures, Prevention Measures and Diagnostic and Treatment Procedures: A Qualitative Study in a German Metropolis. International Journal of Environmental Research and Public Health, v. 16, n. 19, p. 354, 2019. DOI: https://doi.org/10.3390/ijerph16193547. Disponível em: https://www.mdpi.com/1660-4601/16/19/3547. Acesso em: 29 jul. 2025.
LIANG, Jennifer. et al. Observed Deficiencies In Medical Student Knowledge Of Transgender And Intersex Health. Endocrine Practice, v.23, n. 8, p.897-906, 2017. DOI: https://doi.org/10.4158/EP171758.OR. Disponível em: https://www.endocrinepractice.org/article/S1530-891X(20)35844-4/abstract. Acesso em: 29 jul. 2025.
LIONÇO, Tatiana. Que direito à saúde para a população GLBT? Considerando direitos humanos, sexuais e reprodutivos em busca da integralidade e da equidade. Saúde e Sociedade, São Paulo, SP, v. 17. n. 2, p. 11-21, 2008. DOI: https://doi.org/10.1590/S0104-12902008000200003. Disponível em: https://www.scielo.br/j/sausoc/a/NdCpsvRwnJVYHZhSwRNhnfs/?lang=pt. Acessado em: 29 jul. 2025.
LOS REYES, Gibran Omar Rodrigues de; COLLICT, David. It’s Not Only about Clinical Tools but Also Our Role as Agents of Social Change: Implementing a LGBT Competency Training for Future Mental Health Practitioners in Mexico. Journal of Homosexuality, [S.l.], v. 69, n. 2, p. 230-253, 2020. DOI: https://doi.org/10.1080/00918369.2020.1815433. Disponível em: https://www.tandfonline.com/doi/full/10.1080/00918369.2020.1815433?scroll=top&needAccess=true. Acesso em: 29 jul. 2025.
LU, Peih Ying. et al. Medical students’ perceptions of their preparedness to care for LGBT patients in Taiwan: is medical education keeping up with social progress? PLOS One, v. 17, n. 7, 2022. DOI: https://doi.org/10.1371/journal.pone.0270862. Disponível em: https://journals.plos.org/plosone/article?id=10.1371/journal.pone.027086. Acesso em: 10 out. 2024.
MCCANN, Edward; BROWN, Michael. The inclusion of LGBT+ health issues within undergraduate healthcare education and professional training programmes: A systematic review. Nurse Education Today, [S.l.], v. 64, p. 204-214, 2018. DOI: https://doi.org/10.1016/j.nedt.2018.02.028. Disponível em: https://www.sciencedirect.com/science/article/abs/pii/S026069171830100X?via%3Dihub. Acesso em: 08 nov 2024.
MCLAUGHLIN, Katie; HATZENBUEHLER, Mark; KEYES, Katherine. Responses to Discrimination and Psychiatric Disorders Among Black, Hispanic, Female, and Lesbian, Gay, and Bisexual Individuals. American Journal Public Health, v. 100, n. 8, p. 1477-1484, 2010. DOI: https://doi.org/10.2105/AJPH.2009.181586. Disponível em: https://ajph.aphapublications.org/doi/full/10.2105/AJPH.2009.181586. Acesso em: 29 jul. 2025.
MEDINA-MARTÍNEZ, Jorge. et al. Health inequities in LGBT people and nursing interventions to reduce them: a systematic review. Int. Jornal Environmental Research and Public Health, v. 18, n. 22, 2021. DOI: https://doi.org/10.3390/ijerph182211801. Disponível em: https://www.mdpi.com/1660-4601/18/22/11801. Acesso em: 26 ago. 2025.
MELNYK, Bernadette Mazurek; FINEOUT-OVERHOLT, Ellen. (ed). Evidence-Based Practice in Nursing & Healthcare: A Guide to Best Practice. 5. ed. Philadelphia: Wolters Kluwer Health, 2022.
MENDES, Karina Dal Sasso; SILVEIRA, Renata Cristina de Campos Pereira; GALVÃO, Cristina Maria. Revisão integrativa: método de pesquisa para a incorporação de evidências na saúde e na enfermagem. Texto Contexto Enfermagem, [online], v. 17, n. 4, p. 758-764, 2008. DOI: https://doi.org/10.1590/S0104-07072008000400018. Disponível em: https://www.scielo.br/j/tce/a/XzFkq6tjWs4wHNqNjKJLkXQ/?lang=pt. Acesso em: 29 jul. 2025.
NATIONAL LGBTQIA+ HEALTH EDUCATION CENTER. Ten strategies for creating inclusive health care environments for LGBTQIA+ people. Boston: National LGBTQIA+ Health Education Center, 2021. Disponível em: https://www.lgbtqiahealtheducation.org/wp-content/uploads/2021/05/Ten-Strategies-for-Creating-Inclusive-Health-Care-Environments-for-LGBTQIA-People-Brief.pdf. Acesso em: 10 out. 2025.
NASCIMENTO, Hosana Maria do; SOUSA, Júnior Araújo; BARROS, Cláudia Renata dos Santos. Atendimento Em Saúde Para as Travestis e Transexuais: Revisão Sistemática Da Literatura. Revista Brasileira De Estudos Da Homocultura, [online], v. 1, n. 4, p. 40-58, 2018. DOI: https://doi.org/10.31560/2595-3206.2018.4.9187. Disponível em: https://periodicoscientificos.ufmt.br/ojs/index.php/rebeh/article/view/9187. Acesso em: 29 jul. 2025.
NOWASKIE, Dustin; GARRISON, Samuel. International Solutions for Continual Gaps in LGBTQ+ Education and Exposure. Journal of Community Health, v. 49, p. 951-953, 2024. DOI: https://doi.org/10.1007/s10900-024-01384-z. Disponível em: https://link.springer.com/article/10.1007/s10900-024-01384-z. Acesso em: 29 jul. 2025.
OBEDIN-MALIVER, Juno. et al. Lesbian, gay, bisexual, and transgender–related content in undergraduate medical education. JAMA, [online], Chicago, Illinois, v. 306, n. 9, p. 971-977, 2011. DOI: https://doi.org/10.1001/jama.2011.1255. Disponível em: https://jamanetwork.com/journals/jama/fullarticle/1104294. Acesso em: 29 jul. 2025.
ODUCADO, Ryan Michael. Knowledge and attitude towards lesbian, gay, bisexual, and transgender healthcare concerns: a cross-sectional survey among undergraduate nursing students in a Philippine state university. Belitung Nursing Journal, v. 9, n. 5, p. 498, 2023. DOI: https://doi.org/10.33546/bnj.2887. Disponível em: https://doi.org/10.33546/bnj.2887. https://pmc.ncbi.nlm.nih.gov/articles/PMC10600702/. Acesso em: 29 jul. 2025.
OLLER, Devin. Cancer screening for transgender patients: an online case-based module. MedEdPORTAl, v. 15, 2019. DOI: https://doi.org/10.15766/mep_2374-8265.10796. Disponível em: https://www.mededportal.org/doi/10.15766/mep_2374-8265.10796. Acesso em: 08 nov. 2024
PAGE, Mathew. et al. PRISMA 2020 explanation and elaboration: updated guidance and exemplars for reporting systematic reviews. Research Methods And Reporting, v. 372, n. 160, 2021. DOI: https://doi.org/10.1136/bmj.n160. Disponível em: https://www.bmj.com/content/372/bmj.n160. Acesso em: 08 nov. 2024.
PARAMESHWARAN, Vishnu. et al. Is the Lack of Specific Lesbian, Gay, Bisexual, Transgender and Queer/Questioning (LGBT+Q) Health Care Education in Medical School a Cause for Concern? Evidence From a Survey of Knowledge and Practice Among UK Medical Students. Journal of Homosexuality, [online], v. 64. n. 3, p. 367-381, 2017. DOI: https://doi.org/10.1080/00918369.2016.1190218. Disponível em: https://www.tandfonline.com/doi/full/10.1080/00918369.2016.1190218. Acesso em: 06 nov. 2024.
PAULINO Danilo Borges; RASERA Emerson Fernando, TEIXEIRA, Flavia do Bonsucesso. Discursos sobre o cuidado em saúde de Lésbicas, Gays, Bissexuais, Travestis, Transexuais (LGBT+) entre médicas(os) da Estratégia Saúde da Família. Interface Comununicação, Saúde, Educação, [online], v. 23, 2019. Disponível em: https://doi.org/10.1590/Interface.180279. Disponível em: https://www.scielo.br/j/icse/a/CPqMgwMzNcfwqjrRT5PZbbp/?lang=pt. Acesso em: 06 nov. 2024.
PEREIRA, Edson Oliveira. et al. Unidades Básicas de Saúde em Teresina-PI e o acesso da população LGBT+: o que pensam os médicos? Tempus Actas de Saúde Coletiva, [online]. v. 11, n. 1, p. 51-67, 2017. DOI: https://doi.org/10.18569/tempus.v11i1.1812. Disponível em: https://www.tempus.unb.br/index.php/tempus/article/view/1812. Acesso em: 06 nov. 2024.
PHELAN, Sean. et al. Medical school factors associated with changes in implicit and explicit bias against gay and lesbian people among 3492 graduating medical students. Journal of General Internal Medicine, v. 32, p. 1193-1201, 2017. DOI: https://doi.org/10.1007/s11606-017-4127-6. Disponível em: https://link.springer.com/article/10.1007/s11606-017-4127-6. Acesso em: 29 jul. 2025.
PRATT-CHAPMAN, Mandi; PHILLIPS, Serena. Health professional student preparedness to care for sexual and gender minorities: efficacy of an elective interprofessional educational intervention. Journal of Interprofessional Care, v. 34, n. 3, p. 418-421, 2020. DOI: https://doi.org/10.1080/13561820.2019.1665502. Disponível em: https://www.tandfonline.com/doi/full/10.1080/13561820.2019.1665502#. Acesso em: 29 jul. 2025.
QURESHI, Rubad; ZHA, Peija; PORTER, Sallie. An assessment of lesbian, gay, bisexual, and transgender health competencies among bachelors-prepared registered nurses in graduate-level study. Academic Medicine, v. 95, n. 12, p. 113-120, 2020. DOI: https://doi.org/10.1097/ACM.0000000000003681. Disponível em: https://journals.lww.com/academicmedicine/fulltext/2020/12001/an_assessment_of_lesbian,_gay,_bisexual,_and.19.aspx. Acesso em: 29 jul. 2025.
RUFINO, Andréa Cronemberger; MADEIRO, Alberto Pereira; GIRÃO, Manoel João Batista Castello. O ensino da sexualidade nos cursos médicos: a percepção de estudantes do Piauí. Revista Brasileira de Educação Médica, v. 37, n. 2, p. 178-185, 2013. Disponível em http://educa.fcc.org.br/scielo.php?script=sci_arttext&pid=S1981-52712013000200004&lng=pt&nrm=iso. Acesso em: 08 nov. 2024.
SANCHEZ, Nelson. et al. Medical Students’ Ability to Care for Lesbian, Gay, Bisexual, and Transgendered Patients. Family Medicine, [S.l.], v. 38, n. 1, p.21-27, 2006. DOI: https://doi.org/10.22454/FamMed.2006.38802. Disponível em: https://pubmed.ncbi.nlm.nih.gov/16378255/. Acesso em: 26 jul. 2025.
SAWNING, Susan. et al. A first step in addressing medical education curriculum gaps in lesbian, gay, bisexual, and transgender-related content: the University of Louisville Lesbian, Gay, Bisexual, and Transgender Health Certificate Program. Education for Health, v. 30, n. 2, p. 108-115, 2017. DOI: https://doi.org/10.5205/1981-8963.2021.246549. Disponível em: https://journals.lww.com/edhe/fulltext/2017/30020/a_first_step_in_addressing_medical_education.3.aspx. Acesso em: 29 jul. 2025.
SCHREIBER, Miranda. et al. The case for a Canadian standard for 2SLGBTQIA+ medical education. Camadin Medical Association Journal, v. 193, n. 16, p. 562-565, 2021. Disponível em: https://doi.org/10.1503/cmaj.202642. Disponível em: https://www.cmaj.ca/content/193/16/E562. Acesso em: 29 jul. 2025.
SILVA, Pablo Henrique Araújo. et al. Sexualidade na grade curricular acadêmica de enfermagem: avaliação em universidades. Revista de Enfermagemn UFPE, v. 15, n. 1, p. 1-12, 2021. Disponível em: https://periodicos.ufpe.br/revistas/index.php/revistaenfermagem/article/view/246549. Acesso em: 10 out. 2024.
TORRES, Juliana Lustosa. et al. The Brazilian LGBT+ Health Survey: methodology and descriptive results. Cadernos de saúde pública, v. 37, n. 9. 2021. DOI: https://doi.org/10.1590/0102-311X00069521. Disponível em: http://scielo.br/j/csp/a/wJQNMDdWdz5BjwY3G376b4R/?lang=en. Acesso em: 10 out. 2024.
UFOMATA, Eloho. et al. Comprehensive curriculum for internal medicine residents on primary care of patients identifying as lesbian, gay, bisexual, or transgender. MedEdPORTAL, [S.l.], v. 16, 2020. DOI: https://doi.org/10.15766/mep_2374-8265.10875. Disponível em: https://www.mededportal.org/doi/10.15766/mep_2374-8265.10875. Acesso em: 29 jul. 2025.
UFOMATA, Eloho. et al. Comprehensive internal medicine residency curriculum on primary care of patients who identify as LGBT. LGBT Health, v. 5, n. 6, p. 375-380, 2021.DOI: https://doi.org/10.1089/lgbt.2017.0173. Disponível em: https://www.liebertpub.com/doi/10.1089/lgbt.2017.0173. Acesso em: 10 out. 2024.
UNAIDS. NAÇÕES UNIDAS SOBRE HIV/AIDS. Sumário executivo: índice de estigma em relação às pessoas vivendo com HIV/AIDS Brasil. Brasília, DF: 2019. 80 p. Disponível em: https://unaids.org.br/wp-content/uploads/2025/05/VF-ARTE_Stigma-Index-2025-UNAIDS-Versao-Online.pdf. Acesso em: 10 out. 2025.
WAHLEN, Raphael. et al. Medical students’ knowledge of and attitudes towards LGBT+ people and their health care needs: Impact of a lecture on LGBT+ health. PLOS One, [online], v. 15, n. 7, 2020 Jul 1;15(7):e0234743. Disponível em: https://doi.org/10.1371/journal.pone.0234743. Disponível em: https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0234743. Acesso em: 08 nov. 2024.
WALKER Kelly, ARBOUR Megan, WARYOLD Justin. Educational strategies to help students provide respectful sexual and reproductive health care for lesbian, gay, bisexual, and transgender persons. Journal of Midwifery & Women's Health, v. 61, n. 6, p. 737-743, 2016. DOI: https://doi.org/10.1111/jmwh.12506. Disponível em: https://onlinelibrary.wiley.com/doi/10.1111/jmwh.12506. Acesso em: 8 nov. 2024.
WEST, Milka Gabrielle de Lira Nóbrega. et al. Continuing nursing education actions in the face of homophobia: an integrative review. Revista Brasileira de Enfermagem, v. 77, n.3, 2024. DOI: https://doi.org/10.1590/0034-7167-2023-0094. https://www.scielo.br/j/reben/a/zjcCpxZJQVpTTQ3McTBWBJB/?lang=en. Acesso em: 8 nov. 2024.
WORTHEN, Meredith; LINGIARDI, Vittorio; CARISTO, Chiara. The roles of politics, feminism, and religion in attitudes toward LGBT individuals: A cross-cultural study of college students in the USA, Italy, and Spain. Sexuality Research and Social Policy, v. 14, p. 241-258, 2017.DOI: https://doi.org/10.1007/s13178-016-0244-y. Disponível em: https://link.springer.com/article/10.1007/s13178-016-0244-y. Acesso em: 29 jul. 2025.
YOSHIDA, Eriko; MATSUSHIMA, Masato; OKAZAKI, Fumiko. Cross-sectional survey of education on LGBT content in medical schools in Japan. BMJ Open, v. 12, n. 5, 2022. DOI: https://doi.org/10.1136/bmjopen-2021-057573. Disponível em: https://bmjopen.bmj.com/content/12/5/e057573. Acesso em: 29 jul. 2025.
ZELIN, Nicole Sitkin. et al. Sexual and gender minority health in medical curricula in new England: a pilot study of medical student comfort, competence and perception of curricula. Medical Education, [online], v. 2, n. 23, 2018. DOI: https://doi.org/10.1080/10872981.2018.1461513. Disponível em: https://www.tandfonline.com/doi/full/10.1080/10872981.2018.1461513. Acesso em: 29 jul. 2025.
Downloads
Published
Issue
Section
How to Cite
License
Copyright (c) 2025 O autor detém os direitos autorais do texto e pode republicá-lo desde que a REBEH seja devidamente mencionada e citada como local original de publicação.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
A submissão de trabalho(s) científico(s) original(is) pelos autores, na qualidade de titulares do direito de autor do(s) texto(s) enviado(s) ao periódico, nos termos da Lei 9.610/98, implica na cessão de direitos autorais de publicação impressa e/ou digital à Revista Brasileira de Estudos de Homocultura (REBEH), do(s) artigo(s) aprovado(s) para fins da publicação, em um único número da Revista, autorizando-se, ainda, que o(s) trabalho(s) científico(s) aprovado(s) seja(m) divulgado(s) gratuitamente, sem qualquer tipo de ressarcimento a título de direitos autorais, por meio do site da Revista, para fins de leitura, impressão e/ou download do arquivo do texto, a partir da data de aceitação para fins de publicação. Portanto, os autores ao procederem a submissão do(s) artigo(s) à Revista, e, por conseguinte, a cessão gratuita dos direitos autorais relacionados ao trabalho científico enviado, têm plena ciência de que não serão remunerados pela publicação do(s) artigo(s) no periódico.
A Revista encontra-se licenciada sob uma Licença Creative Commons 4.0 Internacional, para fins de difusão do conhecimento científico, conforme indicado no sítio da publicação.
Os autores declaram expressamente concordar com os termos da presente Declaração de Direito Autoral, que se aplicará a submissão caso seja publicada por esta Revista.
