Hetero‐ and cisnormativity—UK pharmacy education as a queer opponent

Abstract

Introduction Queer pedagogy is a lens through which the hegemonic discourses of curricula and the heterosexual assumptions within them can be made visible. Using this lens, sexuality and gender norms incorporated in undergraduate medical and health curricula can be located and the lived experience of a curriculum examined. This paper seeks to determine the extent of hetero/cisnormativity within UK pharmacy education with the aim of problematising the normalisation of heterosexuality; following this, strategies to disrupt structured hetero/cisnormativity are considered. Methods Online cross‐sectional surveys were distributed to course leads (n = 29) and students enrolled on undergraduate pharmacy (MPharm) programmes. Surveys captured quantitative data on curriculum design and perceived barriers to implementation of inclusive curriculum design (the espoused LGBTQI+ curriculum), as well qualitative data on the lived experience of the hidden curriculum. Quantitative data were analysed using descriptive statistics, whereas qualitative data were analysed thematically. Results Responses were received from 19 course leads and students from 25 MPharm programmes, representing varying completion rates. Findings suggest the shared values and goals of pharmacy education act to normalise and legitimise hetero and cis identities within curriculum design that othering as a consequence of heterosexual normativity is experienced and that pharmacy education is an LGBTQI+ opponent and does not adopt an ally attitude. Moreover, both educator and student data suggest that the enacted and experienced curriculum fails to prepare learners to care for LGBTQI+ people. Discussion Despite findings suggesting the espoused or enacted curriculum absents LGBTQI+ people, and the hidden curriculum is experienced as homonegative, learners are questioning, resisting and disrupting the hetero‐ and cisnormative benevolent heterosexism within UK pharmacy curricula. This method of curricula interrogation can be adopted across health professions education as a means for ongoing problematising and disruption of normativity in clinical education.

Embedding cultural competency and cultural humility in undergraduate pharmacist initial education and training: a qualitative exploration of pharmacy student perspectives

“…In particular, education about marginalised groups, including those who are lesbian, gay, bisexual and transgender (LGBT+) was recognised as a vital component of cultural competence training [30]. In acknowledgement of the GPhC emphasis on equality, diversity and inclusion report, the Pharmacist Defence Association launched an action plan to support delivery of LGBT + inclusion in the UK MPharm programme [31] however, further evaluation and interrogation of curricula is needed [32,33].…”

Embedding cultural competency and cultural humility in undergraduate pharmacist initial education and training: a qualitative exploration of pharmacy student perspectives

“…In particular, education about marginalised groups, including those who are lesbian, gay, bisexual and transgender (LGBT +) was recognised as a vital component of cultural competency training [ 53 ]. In acknowledgement of the GPhC emphasis on equality, diversity and inclusion report, the Pharmacist Defence Association launched an action plan to support delivery of LGBT + inclusion in the UK MPharm programme [ 54 ] however, further evaluation and interrogation of curricula is needed [ 55 , 56 ].…”

Medical students’ perceptions of LGBTQ+ healthcare in Singapore and the United Kingdom

“…It was outside this study’s scope to formally analyse the effect of the newer curriculum’s coverage of LGBTQ+ inclusive content on students’ perceptions. Nonetheless, hetero- and cis-normative assumptions in the hidden curriculum, which fails to provide equality, diversity, and inclusion for LGBTQ+ people, may still present a concern for medical curricula to address ( 50 ).…”