Don't Forget About the Identifiers

Abstract

There has been a sharp increase in curricular programming that addresses the health needs of sexually and gender diverse (LGBTQIA+) individuals. Although this is a positive step forward for the academy, there is a need to address the impact of these sessions on LGBTQIA+ identifying students both inside and outside the classroom. The aim of this commentary is to provide strategies that may help to minimize stress processes for identifying students within and outside the classroom when developing, delivering, and providing feedback on content for LGBTQIA+ health. Eight strategies are proposed based on literature and personal experience when teaching LGBTQIA+ health. Strategies are grouped according to developing content, delivering content, and following up on questions and feedback. Promoting these strategies when developing, delivering, and following up on content for LGBTQIA+ health may reduce stress for identifying students and facilitate the creation of the safe teaching spaces we all aim to achieve.

Keywords: Inclusivity; LGBTQ; Minority stress; Pharmacy education; Sexual and gender minorities.