Abstract
Health systems and professional training are based on gender binarism. At different stages of the life cycle, there are situations that cause inequities, lack of opportunities and risks to the health of lesbian, gay, bisexual, trans and intersex (LGBTI) people. This work aims to explore the need to include affective-sexual, bodily and gender diversity (ASBGD) in the curricula of health sciences degrees. A narrative bibliographic review was performed to identify recommendations based on international frameworks and experiences with new approaches to incorporate ASBGD, as well as a critical analysis of the current situation regarding the deficiencies in the inclusion of ASBGD in health sciences degrees. At present there is a progressive inclusion of ASBGD in health sciences in many countries, which is considered fundamental for ethical professional practices, and excellence in care. We offer a summary of advances, emerging debates and teaching strategies for the inclusion of ASBGD from previous international experiences. These experiences highlight the need for inclusion of ASBGD, the lack of knowledge about specific needs of LGBTI people and the benefits of breaking with the binary imposition. They recommend increasing knowledge about terminology, rights and inequalities, and the active participation of LGBTI people and communities.
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