Las experiencias de los estudiantes de medicina LGBTQ+ durante su formación: Una revisión sistemática

Background: Students belonging to sexual and gender diversity experience chronic stress due to stigmatization and discrimination. Aim: To identify the experiences of lesbian, gay, bisexual, transgender/transsexual, and queer (LGBTQ+) medical students. Material and Methods: Systematic literature r...

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Autores principales:	Ortiz-López,Nicolás, Jerez-Yáñez,Oscar, Cortés-Chau,Felipe, Rodríguez-Cabello,Jonathan
Lenguaje:	Spanish / Castilian
Publicado:	Sociedad Médica de Santiago 2021
Materias:	Education, Medical Schools, Medical Sexual and Gender Minorities Students, Medical Systematic Review
Acceso en línea:	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872021000701058
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spelling	oai:scielo:S0034-988720210007010582021-11-04Las experiencias de los estudiantes de medicina LGBTQ+ durante su formación: Una revisión sistemáticaOrtiz-López,NicolásJerez-Yáñez,OscarCortés-Chau,FelipeRodríguez-Cabello,Jonathan Education, Medical Schools, Medical Sexual and Gender Minorities Students, Medical Systematic Review Background: Students belonging to sexual and gender diversity experience chronic stress due to stigmatization and discrimination. Aim: To identify the experiences of lesbian, gay, bisexual, transgender/transsexual, and queer (LGBTQ+) medical students. Material and Methods: Systematic literature review using the PRISMA protocol in PubMed, ERIC, EMBASE, and LILACS databases. Articles published in Spanish or English were considered. Three authors independently reviewed and synthesized information from the selected articles, according to the PRISMA criteria. Results: Fifteen studies met the inclusion criteria. Forty-three experiences were reported, which were finally classified into four categories: i) Relationship between peers in the educational context (23%), ii) Relationship between students and teachers in the educational context (23%), iii) Relationship with the educational institution (34%), and iv) Curriculum and training experience (19%). The relationship with the educational institution was identified as the most relevant category. Students with a strong sense of belonging to their institution were more likely to be persistent and make an effort in learning. The second most relevant experiences, mainly negative, derive from interactions with peers and teachers. Conclusions: LGBTQ+ medical students still experience more discrimination than inclusion during their training. Therefore, medical schools should render medical education a more inclusive space for the LGBTQ+ population.info:eu-repo/semantics/openAccessSociedad Médica de SantiagoRevista médica de Chile v.149 n.7 20212021-07-01text/htmlhttp://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872021000701058es10.4067/s0034-98872021000701058
institution	Scielo Chile
collection	Scielo Chile
language	Spanish / Castilian
topic	Education, Medical Schools, Medical Sexual and Gender Minorities Students, Medical Systematic Review
spellingShingle	Education, Medical Schools, Medical Sexual and Gender Minorities Students, Medical Systematic Review Ortiz-López,Nicolás Jerez-Yáñez,Oscar Cortés-Chau,Felipe Rodríguez-Cabello,Jonathan Las experiencias de los estudiantes de medicina LGBTQ+ durante su formación: Una revisión sistemática
description	Background: Students belonging to sexual and gender diversity experience chronic stress due to stigmatization and discrimination. Aim: To identify the experiences of lesbian, gay, bisexual, transgender/transsexual, and queer (LGBTQ+) medical students. Material and Methods: Systematic literature review using the PRISMA protocol in PubMed, ERIC, EMBASE, and LILACS databases. Articles published in Spanish or English were considered. Three authors independently reviewed and synthesized information from the selected articles, according to the PRISMA criteria. Results: Fifteen studies met the inclusion criteria. Forty-three experiences were reported, which were finally classified into four categories: i) Relationship between peers in the educational context (23%), ii) Relationship between students and teachers in the educational context (23%), iii) Relationship with the educational institution (34%), and iv) Curriculum and training experience (19%). The relationship with the educational institution was identified as the most relevant category. Students with a strong sense of belonging to their institution were more likely to be persistent and make an effort in learning. The second most relevant experiences, mainly negative, derive from interactions with peers and teachers. Conclusions: LGBTQ+ medical students still experience more discrimination than inclusion during their training. Therefore, medical schools should render medical education a more inclusive space for the LGBTQ+ population.
author	Ortiz-López,Nicolás Jerez-Yáñez,Oscar Cortés-Chau,Felipe Rodríguez-Cabello,Jonathan
author_facet	Ortiz-López,Nicolás Jerez-Yáñez,Oscar Cortés-Chau,Felipe Rodríguez-Cabello,Jonathan
author_sort	Ortiz-López,Nicolás
title	Las experiencias de los estudiantes de medicina LGBTQ+ durante su formación: Una revisión sistemática
title_short	Las experiencias de los estudiantes de medicina LGBTQ+ durante su formación: Una revisión sistemática
title_full	Las experiencias de los estudiantes de medicina LGBTQ+ durante su formación: Una revisión sistemática
title_fullStr	Las experiencias de los estudiantes de medicina LGBTQ+ durante su formación: Una revisión sistemática
title_full_unstemmed	Las experiencias de los estudiantes de medicina LGBTQ+ durante su formación: Una revisión sistemática
title_sort	las experiencias de los estudiantes de medicina lgbtq+ durante su formación: una revisión sistemática
publisher	Sociedad Médica de Santiago
publishDate	2021
url	http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0034-98872021000701058
work_keys_str_mv	AT ortizlopeznicolas lasexperienciasdelosestudiantesdemedicinalgbtqdurantesuformacionunarevisionsistematica AT jerezyanezoscar lasexperienciasdelosestudiantesdemedicinalgbtqdurantesuformacionunarevisionsistematica AT corteschaufelipe lasexperienciasdelosestudiantesdemedicinalgbtqdurantesuformacionunarevisionsistematica AT rodriguezcabellojonathan lasexperienciasdelosestudiantesdemedicinalgbtqdurantesuformacionunarevisionsistematica
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Las experiencias de los estudiantes de medicina LGBTQ+ durante su formación: Una revisión sistemática

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