Q2. What are the future works in "The inclusion of lgbt+ health issues within undergraduate healthcare education and professional training programmes: a systematic review" ?
Given the extent of the research evidence in the area, there is a need to undertake further studies focusing on LGBT+ health in the undergraduate curriculum that are international and multi-centred.
Q3. What are the main groups that support educational programmes?
Educational programmesshould be supported by professional organisations such as the Medical Colleges, Royal College of Nursing and The General Medical Council; international bodies such as the United Nations and World Health Organisation (WHO); and non-statutory groups such as Stonewall in the United Kingdom (UK).
Q4. What is the need to undertake longitudinal studies?
As LGBT+ health is more widely integrated within the curriculum of undergraduatestudent and within CPD programmes for health practitioners, there is a need to undertake longitudinal studies that identifies the impact on practice.
Q5. What is the way to promote equitable access to services for all?
The most effective way to promote equitable access to services for all is to provide education and training for both undergraduate students and healthcare practitioners that equips them with competent knowledge and skills for the delivery of affirming, respectful and socially inclusive care (Lim et al., 2015; Parameshwaran et al., 2017).
Q6. What are the main approaches to integrating LGBT+ health issues into the curriculum?
They include the need to develop new LGBT+-sensitive education materials, multilingual learning resources and the use of e-learning technologies and Problem-Based Learning (PBL) to increase and widen access and participation (Röndahl 2011; Genderon et al., 2013; Hardacker et al., 2014; Vance et al., 2017).
Q7. What percentage of participants found the training beneficial to their own practice?
A significant proportion of participants (94%) found the training beneficial to their own practice such as increasing knowledge, facilitating self-reflection and promoting a deeper understanding and acceptance of pertinent issues faced by people who identify as LGBT (Rogers et al. 2013).
Q8. What was the example of innovative approaches to teaching and learning?
Another positive example of innovative approaches to teaching and learning was a student-led session by medical students delivered to first-year student colleagues.
Q9. What is the role of health care providers in facilitating an improved health experience?
To facilitate an improved healthcare experience, it is necessary to make available a responsive,appropriate and well-resourced health services that is delivered by knowledgeable and skilled health practitioners (Health Service Executive 2009; Institute of Medicine 2011; Transgender Equality Network Ireland 2013).
Q10. What are the main effects of negative societal reactions to an LGBT+ identity?
These negative societal reactions to an LGBT+ identity can lead to poor psychosocial outcomes including anxiety, depression, drug use and suicidality (Bariola et al.
Q11. What are the main approaches to integrating LGBT+ health issues within the curriculum?
They include, developing new LGBTQ education tools and resources, the use of workshops and train-the-trainer programmes and education available in multi-lingual formats and flexible on-line learning materials to enable wider access (Corliss et al., 2007; Fredriksen-Goldsen et al., 2011; Hardacker et al., 2014; Daley & MacDonnell 2015; White et al., 2015).