July 2024

Medical educator comfort levels, barriers and enablers in teaching and learning about inclusive LGBT+ healthcare: A qualitative study

Shane Delisser, Nancy Sturman

General Practice Clinical Unit, Faculty of Medicine, The University of Queensland, Brisbane, Qld

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Background and objectives

Known deficiencies in lesbian, gay, bisexual and transgender (LGBT+) healthcare teaching suggest educators might feel uncomfortable delivering this teaching. This study aims to identify and understand any areas of discomfort.

Methods

Clinical teachers, lecturers and peer educators were recruited for focus group discussions. Transcripts were analysed thematically. A dramaturgical lens provided additional insights.

Results

Eight focus groups with 40 participants were undertaken. Data analysis revealed three overarching themes: (1) power and control; (2) safety and care; and (3) professional identity formation. Educators identified disruptive power dynamics in educational settings and political and personal implications of misspeaking. Fears of causing offence and learner vulnerability were prominent. Participants felt more comfortable as clinicians than teachers in this space; generational differences between educators were observed. Identification as LGBT+ strongly influenced professional identity formation as competent educators.

Discussion

Findings might assist educators to deliver LGBT+ content in educational institutions and clinical spaces.