The wellbeing of sexual and gender minorities (SGM) is undermined by widespread homophobia that extends to health systems, and is exacerbated by medical curricula underrepresenting the health needs of this key population group. In 2012, under the auspices of the Department of Obstetrics and Gynaecology at the University of Cape Town in South Africa, a student-inspired curriculum intervention led to the introduction of interactive participatory workshops centred on the health needs of SGM. This paper describes the experiences of two of the workshop facilitators who embraced the risk of introducing an unchartered topic in a student-centred manner, which frequently led to unpredictable events that were challenging. Here, the authors reflect on their own vulnerabilities, which are considered alongside the value of moving through risk to transform present curricular practices and student attitudes, especially in a country like South Africa where prejudice against SGM patients by healthcare providers is well-documented.

中文翻译：

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南非卫生科学医学课程中性与性别少数群体教与学的风险和奖励

性和性别少数群体（SGM）的健康受到广泛的恐同症的影响，这种恐同症蔓延到卫生系统，而医学课程却不足以代表这一关键人群的健康需求，从而加剧了这种情况。2012年，在南非开普敦大学的妇产科的主持下，以学生为灵感的课程干预促成了以SGM的健康需求为中心的互动式参与式讲习班的引入。本文介绍了两位研讨会主持人的经历，他们承担了以学生为中心引入未说明主题的风险，这常常导致难以预测的事件带来挑战。在这里，作者反思自己的漏洞，