Introduction:

The 2014 National Curriculum Guidelines (“DCNs”) determine that undergraduates should be trained to address biological, ethnic-racial, gender and sexual orientation diversity. However, academic medical training only occasionally addresses this theme, which perpetuates inequality and prevents physicians from being adequately trained to serve this population. The reorganization of curricular activities due to the Covid-19 pandemic may have aggravated this situation and this invisibility emphasizes institutional LGBTI+phobia.

Objective:

To shed light on the LGBTI+ theme in academic medical training is one of the strategies to tackle LGBTI+phobia in medical school. This essay will analyze the “DCNs” from the perspective of gender and sexual diversity, recommending related competencies on LGBTI+ health that should feature in the course, including the Covid-19 pandemic period.

Development:

We will present three cases related to the current moment of the Covid-19 pandemic, from which topics on LGBTI + health could be discussed in academic medical training. After analyzing the DCNs and the needs arising from these cases, some competencies in LGBTI+ health will be proposed for undergraduate medicine students; considering that adult learning results from critically questioning everyday experiences.

Conclusion:

we believe that it is possible to approach LGBTI+ health from situations experienced during the Covid-19 pandemic. However, it is necessary to be clear how the DCNs translate to LGBTI+ health-related skills. This might be one of the strategies to make academic medical training more welcoming and committed to the health needs of this group.

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