Introduction: While pediatricians should receive training in the care of transgender youth, a paucity of formal educational curricula have been developed to train learners to care for this vulnerable population. Methods: We developed a curriculum including six online modules and an in-person afternoon session observing clinic visits in a pediatric gender clinic. Learners-fourth-year medical students, interns, and nurse practitioner trainees-received protected time during an adolescent medicine rotation to complete the online modules (total duration: 77 minutes). For 20 learners, we assessed the impact of the entire curriculum-online modules and in-person observation-on self-perceived knowledge of considerations for transgender youth. For 31 learners, we assessed the effect of the online modules alone on knowledge and self-efficacy. Descriptive analyses illustrated changes in educational domains by learner group. Results: On evaluations of the entire curriculum (modules and observation), median self-perceived knowledge scores (1 = not at all knowledgeable/aware, 5 = extremely knowledgeable/aware) increased within learner groups: pediatric interns (from 2.3 to 4.0), nurse practitioner trainees (from 2.9 to 4.7), fourth-year medical students (from 3.3 to 4.9), and psychiatry interns (from 2.8 to 4.4). Assessment of learners completing only the online modules demonstrated increases in median knowledge and self-efficacy scores within learner groups. All learner groups highly valued the curriculum. Discussion: Our curriculum for multidisciplinary learners in the care of transgender youth was successful and well received. Increasing learner knowledge and self-efficacy is an important step towards skill development in patient care for the transgender youth population.

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one, we conducted "lifeline interviews," inviting youth to visually depict their life histories along a timeline, displaying significant events in chronological order. At the end of the interview, we asked participants to take photos that corresponded to prompts about internal and external resources (e.g. "Take a photo that represents your personal strengths" or "Take a photo that represents a safe space for you.") In Phase two, participants returned with their photos, which were used to guide the second interview. All interviews were audio recorded, transcribed verbatim, coded, and analyzed using inductive thematic analysis. Results: Participants described five themes related to internal resilience: 1) Gaining strength through enduring and surviving hardships (e.g. "Going through those tough trials really gave me the strength to carry on with my life and really pursue happiness"); 2) Self-acceptance and self-affirmation (e.g. "I've gone through phases when I severely disliked who I was and being in the body that I was in. So, loving myself was the best support I could've given myself"); 3) Learning how to handle discriminatory situations, either by standing up for oneself (e.g. "I will do me and if they have a problem with it, there's the door"), or by avoiding conflict; 4) Cognitive behavioral techniques, including future orientation, mindfulness, and externalizing/reframing problems ("I have to be conscious of the way that I think about things, because otherwise I easily become really upset about things that there's no evidence for"); and 5) Positive psychology practices, including helping others, practicing gratitude, hope and optimism, and positive thinking ("If I was feeling really overwhelmed or depressed or anything, I would just make a list of things that made me happy"). Conclusions: Trans and non-binary adolescent participants reported the use of multiple individual resilience strategies to manage minority stress in their lives. These resilience strategies can help inform the development of strength-based community, clinical, and schoolbased interventions serving trans and non-binary adolescents, in order to improve their mental health outcomes.