Strategies for inclusion of lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA+) education throughout pharmacy school curricula | Zendy

Chelsey Llayton | Zendy; Lauren M. Caldas | Zendy

Open Access

Strategies for inclusion of lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA+) education throughout pharmacy school curricula

Author(s) -

Chelsey Llayton,

Lauren M. Caldas

Publication year - 2020

Publication title -

pharmacy practice

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.608

H-Index - 24

eISSN - 1886-3655

pISSN - 1885-642X

DOI - 10.18549/pharmpract.2020.1.1862

Subject(s) - transgender , pharmacy , lesbian , queer , curriculum , health care , medicine , nursing , family medicine , psychology , gender studies , sociology , pedagogy , political science , law

Lesbian, gay, bisexual, transgender, queer, intersex, asexual, and others (LGBTQIA+) patients face stigma and barriers to health care, including a lack of health care professionals' knowledge and confidence in treating this patient population. Pharmacists are in prime position to decrease this health disparity. United States pharmacy schools have limited LGBTQIA+ content, continuing the concern of recent graduates without knowledge and confidence. This commentary discusses potential barriers to introducing LGBTQIA+ content into school of pharmacy curricula and presents five strategies currently in use by nursing, medical, and pharmacy schools. Schools of Pharmacy should consider proactive incorporation of this content to graduate practitioners able to provide quality care to LGBTQIA+ patients.

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