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Adekemi Sekoni
University of Lagos College of Medicine
Corresponding Author
ORCiD: https://orcid.org/0000-0002-1370-4563
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This work is licensed under a CC BY 4.0 License. Read Full License
Background: The highest quality of appropriate care is required to achieve the UN’s Sustainable Development Goals and improve the health of the LGBT population in the global south. This study assessed the training, knowledge, beliefs, attitudes and practice of Nigerian healthcare students and faculty living, working and learning within the constraints of religious, legal and cultural barriers for LGBT people.
Methods: This study was carried out among all the tutors in the faculty of clinical sciences, year five medical and nursing students in the College of Medicine, University of Lagos. The sequential mixed methods study design was guided by the socio-ecological model of health. Quantitative data were collected with an adapted questionnaire. The results were used to generate prompts for the qualitative component consisting of In-depth interviews with 21 of the respondents. Transcripts were analysed using thematic analysis. The quantitative and qualitative data were subsequently integrated and, using the socio-ecological model, synthesized.
Results: The response rate was 88.2% (medical students), 66.2% (nursing students) and 60.7% (tutors). Themes uncovered were: knowledge of LGBT terminologies; teaching and learning about LGBT health topics; ethics, professionalism and personal beliefs. A fifth of tutors reported teaching related topics or using LGBT examples in class. Students were more knowledgeable of LGBT terminologies than tutors. Facilitators and barriers to LGBT inclusion in healthcare education settings were identified within the following socio-ecological domains: globalization, policy, community, institution, intrapersonal and individual.
Conclusion: Ongoing advocacy with policy makers and educational leaders on the right to health for all citizens was recommended. A multilevel intervention by non LGBT and LGBT individuals is required for inclusion of LGBT health in educational curriculum of healthcare students and professionals.
Keywords
Training, Knowledge, Healthcare Students and Professionals, LGBT inclusion
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A new preprint design is coming!
We have improved readability, clarity, accessibility, and opportunities for engagement.
This is a preprint, a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Research
Adekemi Sekoni
University of Lagos College of Medicine
Corresponding Author
ORCiD: https://orcid.org/0000-0002-1370-4563
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
History
CURRENT STATUS: Posted
Version 1
Posted 29 Dec, 2020
Community comments: 1
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
Subject Areas
Health Policy
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Background: The highest quality of appropriate care is required to achieve the UN’s Sustainable Development Goals and improve the health of the LGBT population in the global south. This study assessed the training, knowledge, beliefs, attitudes and practice of Nigerian healthcare students and faculty living, working and learning within the constraints of religious, legal and cultural barriers for LGBT people.
Methods: This study was carried out among all the tutors in the faculty of clinical sciences, year five medical and nursing students in the College of Medicine, University of Lagos. The sequential mixed methods study design was guided by the socio-ecological model of health. Quantitative data were collected with an adapted questionnaire. The results were used to generate prompts for the qualitative component consisting of In-depth interviews with 21 of the respondents. Transcripts were analysed using thematic analysis. The quantitative and qualitative data were subsequently integrated and, using the socio-ecological model, synthesized.
Results: The response rate was 88.2% (medical students), 66.2% (nursing students) and 60.7% (tutors). Themes uncovered were: knowledge of LGBT terminologies; teaching and learning about LGBT health topics; ethics, professionalism and personal beliefs. A fifth of tutors reported teaching related topics or using LGBT examples in class. Students were more knowledgeable of LGBT terminologies than tutors. Facilitators and barriers to LGBT inclusion in healthcare education settings were identified within the following socio-ecological domains: globalization, policy, community, institution, intrapersonal and individual.
Conclusion: Ongoing advocacy with policy makers and educational leaders on the right to health for all citizens was recommended. A multilevel intervention by non LGBT and LGBT individuals is required for inclusion of LGBT health in educational curriculum of healthcare students and professionals.
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