Resumen

LLAYTON, Chelsey K  y  CALDAS, Lauren M. Strategies for inclusion of lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA+) education throughout pharmacy school curricula. Pharmacy Pract (Granada) [online]. 2020, vol.18, n.1, 1862.  Epub 27-Abr-2020. ISSN 1886-3655.  https://dx.doi.org/10.18549/pharmpract.2020.1.1862.

Lesbian, gay, bisexual, transgender, queer, intersex, asexual, and others (LGBTQIA+) patients face stigma and barriers to health care, including a lack of health care professionals’ knowledge and confidence in treating this patient population. Pharmacists are in prime position to decrease this health disparity. United States pharmacy schools have limited LGBTQIA+ content, continuing the concern of recent graduates without knowledge and confidence. This commentary discusses potential barriers to introducing LGBTQIA+ content into school of pharmacy curricula and presents five strategies currently in use by nursing, medical, and pharmacy schools. Schools of Pharmacy should consider proactive incorporation of this content to graduate practitioners able to provide quality care to LGBTQIA+ patients.

Palabras clave : Pharmacists; Schools Pharmacy; Curriculum; Sexual and Gender Minorities; Bisexuality; Transgender Persons; Transsexualism; Health Services for Transgender Persons; Homosexuality; Healthcare Disparities; United States.

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