Original Research

Beyond the curriculum: A gay medical student’s perceptions of health sciences education and healthcare access in KwaZulu-Natal

Sthembiso P. Mkhize, Sanele Buthelezi, Attah M. Mkhize, Lwandile Tokwe
Health SA Gesondheid | Vol 29 | a2656 | DOI: https://doi.org/10.4102/hsag.v29i0.2656 | © 2024 Sthembiso P. Mkhize, Sanele Buthelezi, Attah M. Mkhize, Lwandile Tokwe | This work is licensed under CC Attribution 4.0
Submitted: 11 March 2024 | Published: 31 July 2024

About the author(s)

Sthembiso P. Mkhize, Gauteng City-Region Observatory, University of Johannesburg, Johannesburg, South Africa; and, Gauteng City-Region Observatory, University of the Witwatersrand, Johannesburg, South Africa
Sanele Buthelezi, Department of Optometry, Faculty of Health Sciences, University of Johannesburg, Johannesburg, South Africa
Attah M. Mkhize, Department of Clinical Forensics and Medical Services, Bertha Gxowa Hospital Care Centre, Ekurhuleni, South Africa
Lwandile Tokwe, Department of Psychiatry and Mental Health, HIV Mental Health Research Unit, University of Cape Town, Cape Town, South Africa

Abstract

Background: The prevailing social constructs of cis-heteronormativity and endosexism have structurally marginalised sexual and gender minorities, leading to their limited representation and inclusion in mainstream health systems and health sciences education.

Aim: The study aimed to explore a gay medical student’s perceptions of the health sciences curriculum and their experiences in accessing and utilising healthcare services offered both by the university and externally.

Setting: At a university in KwaZulu-Natal, South Africa.

Methods: This study originates from a larger qualitative study conducted in 2018, involving 12 Lesbian, Gay, Bisexual, Transgender (LGBT)-identifying participants who were selected using purposive and snowball sampling techniques. The larger study used a case study approach to explore how healthcare services meet the sexual health needs of LGBT youth. Among the 12 sampled participants, one participant self-identified as ‘gay’ and was pursuing a Bachelor of Medicine and Bachelor of Surgery. This participant was specifically selected for analysis in this study because of their knowledge of health sciences education and pursuit of a career in healthcare.

Results: Three themes were identified in the participant’s interview, including: (1) navigating healthcare services as a young gay man, (2) silenced voices: the impact of the limited Lesbian, Gay, Bisexual, Transgender, Intersex, Queer, Asexual and + (LGBTIQA+) health education, and (3) challenging the silenced voices.

Conclusion: There is a need for a well-planned curriculum that includes LGBTIQA+ issues to equip healthcare professionals with the knowledge to provide high-quality care to all patients, regardless of their sex, gender, or sexuality.

Contribution: The study provides solid proposals for developing an inclusive healthcare curriculum that considers identities beyond binary going forward.


Keywords

LGBTIQA+; inclusion; health sciences education; heteronormativity; healthcare services

Sustainable Development Goal

Goal 3: Good health and well-being

Metrics

Total abstract views: 1473
Total article views: 1220


Crossref Citations

No related citations found.