A Review of Patient Experiences and Provider Education to Improve Transgender Health Inequities in the USA

Abstract

Transgender individuals are an underserved, vulnerable population. They face many inequities including barriers in both accessing and receiving adequate healthcare. These inequities are proposed here to be rooted in a lack of education about transgender people and their experiences. We begin by exploring the existing transgender healthcare research carried out in the USA, examining client experiences, provider education and attitudes, and the barriers transgender people face to obtaining proper healthcare. Secondly, we look at the previous research on educational interventions implemented with medical students and practitioners in the USA to enhance knowledge about transgender people, and increase sensitivity and awareness, while also increasing the level of comfort in working with these clients. The limitations in these fields of study are discussed in order to understand how to better serve transgender clients in the USA. We will do this through a narrative review to determine evidence-based best practices for educational intervention, uncovering gaps in the literature and highlighting where to focus in future work for researchers and practitioners.

Βarriers and Gaps to Medical Care for Transgender Individuals: A TRANSCARE Scoping Review with a Focus on Greece

“…Another extensive literature review provides detailed information regarding the research on educational interventions conducted so far, with the aim of reducing barriers to care for transgender individuals [ 112 ]. The content of the reported educational interventions is focused on transgender and LGBTQI+ health and is addressed to medical students and/or practicing healthcare professionals.…”

“…The content of the reported educational interventions is focused on transgender and LGBTQI+ health and is addressed to medical students and/or practicing healthcare professionals. The delivery formats of these interventions vary from workshops, elective courses, curricular additions, and simulation activities for students to face-to-face or online continuous medical education programs for experienced professionals, with the review highlighting the benefit of all these actions on raising professionals’ knowledge, skills, and quality of provided services [ 112 ].…”

Evaluating the impact of distance learning on gender-affirming healthcare competence: knowledge acquisition and satisfaction among healthcare professionals in Italy

“…Unfortunately, TGD individuals still face significant healthcare challenges, resulting in health disparities compared to the cisgender population ( 4 – 8 ). These disparities, affecting both physical and mental wellbeing, arise from discrimination, systemic biases limiting healthcare access, and lack of knowledge and skills among healthcare professionals (HCPs) in delivering competent care to TGD individuals ( 4 – 6 , 9 ). Indeed, across diverse disciplines, educational programs at all stages, spanning undergraduate, graduate, residency, and continuing education levels, have typically disregarded cultural or clinical training pertaining to TGD individuals ( 1 , 10 ).…”

“…Indeed, across diverse disciplines, educational programs at all stages, spanning undergraduate, graduate, residency, and continuing education levels, have typically disregarded cultural or clinical training pertaining to TGD individuals ( 1 , 10 ). Various international studies, mainly conducted in the US, Canada, and Europe, have reported instances of TGD individuals feeling estranged in healthcare settings due to a lack of knowledge among HCPs ( 8 , 9 , 11 – 15 ). Consequently, TGD individuals often avoid seeking healthcare, resulting in negative consequences like poor adherence to cancer screening, delayed disease diagnosis, and self-medication without proper supervision ( 6 , 16 , 17 ).…”