Health care problems of lesbian, gay, bisexual, and transgender patients

Lee, Rita

doi:10.1136/ewjm.172.6.403

Cited by 76 publications

(56 citation statements)

References 27 publications

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“…Al invertir algo de tiempo en estas áreas con frecuencia descuidadas de la resistencia, se explorarán las dificultades y las buenas prácticas a cumplir por los educadores. Este enfoque hará visible la forma de apoyar a los estudiantes de medicina, atención sanitaria y social para que tomen conciencia y confianza en la lucha contra los problemas de salud contemporáneos para los pacientes LGBT. t is widely accepted that lack of knowledge by healthcare providers can lead to suboptimal or no provision of healthcare for Lesbian, Gay, Bisexual and Transgender patients (Lee, 2000). This point takes on significance in contemporary societies such as Britain, which has an aging LGBT population whose specific needs and experiences remain largely unknown (Orel, 2014).…”

Section: Introductionunclassified

Facilitating LGBT Medical, Health and Social Care Content in Higher Education Teaching

Davy

Amsler

Duncombe

2015

QRE

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<span style="font-size: 9.0pt; line-height: 115%; font-family: 'Calibri','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: ES; mso-fareast-language: ES; mso-bidi-language: AR-SA;">Increasingly, Lesbian, Gay, Bisexual, and Transgender (LGBT) health care is becoming an important quality assurance feature of primary, secondary and tertiary healthcare in Britain. While acknowledging these very positive developments, teaching LGBT curricula content is contingent upon having educators understand the complexity of LGBT lives. The study adopted a qualitative mixed method approach. The study investigated how and in what ways barriers and facilitators of providing LGBT medical, health and social care curricula content figure in the accreditation policies and within undergraduate and postgraduate medical and healthcare teaching. This paper illustrates opposing views about curricula inclusion. The evidence presented suggests that LGBT content teaching is often challenged at various points in its delivery. In this respect, we will focus on a number of resistances that sometimes prevents teachers from engaging with and providing the complexities of LGBT curricula content. These include the lack of collegiate, colleague and student cooperation. By investing some time on these often neglected areas of resistance, the difficulties and good practice met by educators will be explored. This focus will make visible how to support medical, health and social care students become aware and confident in tackling contemporaneous health issues for LGBT patients.</span>

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Section: Introductionunclassified

Facilitating LGBT Medical, Health and Social Care Content in Higher Education Teaching

Davy

Amsler

Duncombe

2015

QRE

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“…Although a significant proportion of the population is gay, lesbian, or bisexual (GLB), the unique medical care required for these patients is often ignored due to lack of knowledge of the patients' sexual orientation and ignorance of the health care issues specific to them (Harrison, 1996;Lee, 2000).…”

Section: Introductionmentioning

confidence: 99%

“…One of the most significant medical risks for lesbians and gays is the avoidance of routine health care (Harrison, 1996;Koh, 2000). Gay, lesbian, bisexual, and transgender (GLBT) patients suffer from an increased risk of suicide, eating disorders, substance abuse, as well as breast and anal cancer (Lee, 2000). In contrast to the open discussions regarding significant relationships that heterosexuals traditionally enjoy with their family physicians, gay and lesbian people fear the consequences of disclosing their sexual identity because of the perceived insensitivity among health care personnel (Bonvicini & Perlin, 2003;Klitzman & Greenberg, 2002;Makadon, 2006).…”

Section: Introductionmentioning

confidence: 99%

“…Physicians usually do not ask patients about their sexual orientation (Bonvicini & Perlin, 2003;Lee, 2000), and false assumptions regarding patients' sexual orientation can reduce the quality of care. Such false assumptions regarding patients' heterosexuality are often made during medical encounters (Bonvicini & Perlin, 2003;Allen et al, 1998).…”

Section: Introductionmentioning

confidence: 99%

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Is Patients' Sexual Orientation a Blind Spot of Family Physicians?

Dahan

Feldman

Hermoni

2008

Journal of Homosexuality

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Even though certain health needs of gay, lesbian, and bisexual (GLB) patients are unique and different from those of the heterosexual patient, physicians do not usually ask patients about their sexual orientation. This study investigates family physicians' common practice regarding their patients' sexual orientation. Most of the physicians surveyed knew of less than 0.5% GLB patients in their practice; 44.4% did not know of any GLB patients. Only one physician commonly asked his patients about their sexual orientation; other physicians rarely or never asked. Asking patients about their sexual orientation significantly (P < 0.01) predicted the number of GLB patients known to the physician. Asking about patients' sexual orientation is not a common practice for family physicians, and, thus, they are usually unaware of the GLB patients in their practice.

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“…No decorrer do processo, não houve surgimento de novos pacientes HIV positivos, o que sugere maior cuidado e atenção com sua saúde e sexualidade Tal situação é compatível com os esquemas de esclarecimento, orientação e diminuição de riscos propostos para essa população por diversos autores (WIESSING et al, 1999;LEE, 2000;CLARK et al, 2001;CLEMENTS-NOLLE et al, 2001;LOMBARDI, 2001e MEYER, 2001). …”

Section: -Uso De Artifícios Presença De Hiv E Prostituiçãounclassified

"Transtorno de identidade sexual: um estudo psicopatológico de transexualismo masculino e feminino"

Saadeh¹

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A Vagner Maringolo pela revisão ágil e precisa.A Isabel Galhardo Giannotti pela carinhosa e dedicada versão do resumo em inglês.A Sidnei Jacob, educador físico, por saber suportar maus humores e estimular a coordenação e dedicação corporal a essa jornada.A Marina Fátima Barbedo Menezes, minha interlocutora na vida. Amiga de todas as horas e todos os lugares.A Soraya Saadeh, minha irmã, querida auxiliar de informática nas horas mais difíceis e Mariana Saadeh de Albuquerque, sobrinha mais que amada, pelo auxílio bibliográfico.Aos meus pacientes, especialmente os transexuais, por confiar e abrir suas vidas. Aprendi muito e continuo aprendendo. Sou devedor na riqueza desse contato.A paciente T. por me escolher como participante num momento tão especial em sua vida, seu casamento.Por fim, como sempre, a Profª. Drª. Carmita Helena Najjar Abdo. Terminar a lista de agradecimentos reflete a importância dessa mulher em minha vida.Como professora, médica, psiquiatra, orientadora, estimuladora. Minha eterna gratidão por confiar em mim numa relação em muitos momentos difícil, às vezes áspera, mas verdadeira sempre. SUMÁRIO

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Health care problems of lesbian, gay, bisexual, and transgender patients

Cited by 76 publications

References 27 publications

Facilitating LGBT Medical, Health and Social Care Content in Higher Education Teaching

Facilitating LGBT Medical, Health and Social Care Content in Higher Education Teaching

Is Patients' Sexual Orientation a Blind Spot of Family Physicians?

"Transtorno de identidade sexual: um estudo psicopatológico de transexualismo masculino e feminino"

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