Clinical Exposure to Transgender Medicine Improves Students' Preparedness Above Levels Seen with Didactic Teaching Alone: A Key Addition to the Boston University Model for Teaching Transgender Healthcare

Park, Jason A.; Safer, Joshua D.

doi:10.1089/trgh.2017.0047

Cited by 86 publications

(102 citation statements)

References 21 publications

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“…Educational programmes such as medical student or resident elective rotations show promise by increasing knowledge and comfort among programme participants. [20][21][22] However, research regarding practising PCPs' knowledge of TGD health care, and ways to improve such knowledge, is lacking. Moreover, prior studies have mostly used subjective outcomes (e.g.…”

Section: Resultsmentioning

confidence: 99%

“…In Safer and Pearce's study, some student groups, but not all, showed a decrease in anticipated discomfort in treating transgender patients, following a curricular addition, and notably, there was no change in the proportion of students believing that transgender care was not a part of conventional medicine. In other studies, results showed improvement in trainee competence . However, these studies evaluated short‐term, self‐reported outcomes of educational interventions such as clinical exposure and online modules .…”

Section: Discussionmentioning

confidence: 95%

“…In other studies, results showed improvement in trainee competence . However, these studies evaluated short‐term, self‐reported outcomes of educational interventions such as clinical exposure and online modules . For example, medical students who participated in an elective on transgender health had improved self‐assessed knowledge, skills and comfort in caring for transgender patients immediately following the elective; trainees in paediatrics showed an improvement in their perceived knowledge following a transgender youth curriculum .…”

Section: Discussionmentioning

confidence: 99%

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Transphobia rather than education predicts provider knowledge of transgender health care

et al. 2019

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Purpose Transgender and gender diverse (TGD) patients face significant hurdles in accessing affirming, knowledgeable care. Lack of provider knowledge presents a substantial barrier to both primary and transition‐related care and may deter patients from seeking health care. Little is known about factors that affect provider knowledge or whether exposure to TGD health content during training is associated with improved knowledge among providers. Using the TGD Healthcare Knowledge Scale, this study aimed to determine whether prior education on TGD health predicts clinicians’ current knowledge regarding health care for TGD patients. Methods An online survey examining exposure to TGD content and knowledge of TGD health care was distributed to all primary care providers in an integrated health care system in the Midwestern United States. Multivariable linear regression was used to predict provider knowledge, controlling for demographics, transphobia and other potential confounders. Results The response rate was 57.3% (n = 223). The mean knowledge score was 7.41 (SD = 1.31) on a 10‐point scale. Almost half (48.4%, n = 108) had no formal education on TGD health care, yet half (49.7%, n = 111) of providers reported previously caring for at least one transgender patient. In regression analysis, provider knowledge of TGD health care was associated with transphobia (β = −0.377, 95% CI = −0.559 to −0.194, p < 0.001), but not with hours of formal education (β = −0.027, 95% CI = −0.077 to 0.023, p = 0.292) or informal education (β = −0.012, 95% CI = −0.033 to 0.009, p = 0.259). Conclusions Increasing hours of education related to TGD health care may not be sufficient to improve providers’ competence in care for TGD individuals. Transphobia may be a barrier to learning that needs to be addressed. Broader efforts to address transphobia in society in general, and in medical education in particular, may be required to improve the quality of medical care for TGD patients.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 95%

Section: Discussionmentioning

confidence: 99%

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Transphobia rather than education predicts provider knowledge of transgender health care

et al. 2019

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“…Fourth, longitudinal assessment of knowledge and comfort is needed as these students enter their clinical years. It has been demonstrated that clinical exposure to transgender medicine improves students’ preparedness above didactics alone …”

Section: Discussionmentioning

confidence: 99%

“…Evidence suggests simple educational interventions, such as half‐day didactic sessions in the pre‐clinical years or a lecture during a clinical clerkship, can significantly improve students’ knowledge, attitudes and comfort with LGBT health issues as measured by investigator‐created, self‐report instruments . Trainees with clinical exposure to transgender patients have shown greater improvements in knowledge, comfort and preparedness …”

Section: Introductionmentioning

confidence: 99%

Transgender health education for medical students

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Mann

Buda

et al. 2019

The Clinical Teacher

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Summary Background Transgender individuals face numerous health disparities and report negative experiences with health care providers related to their gender identity. Significant gaps in medical education regarding transgender health persist despite calls for increased sexual and gender minority content. The purpose of this student‐led study was to assess the effectiveness of a half‐day educational intervention on first‐ and second‐year medical students’ attitudes and knowledge of transgender health. Methods Students and faculty members collaborated to develop an educational session on transgender health. This content was presented to first‐ and second‐year medical students at Integrated Grand Rounds, a pedagogical method in which basic science and clinical faculty members co‐present didactic content interspersed between live patient interviews and student‐led small group discussions. Student participants (n = 138) completed voluntary 9‐item pre‐ and post‐session surveys assessing comfort with and knowledge of transgender medicine. Results Students’ comfort with and perceived knowledge about transgender patients increased significantly between pre‐ and post‐test. Students’ knowledge of transgender medicine standards of care also improved, though not all items reached significance. Discussion A half‐day educational intervention improved many facets of medical students’ attitudes and knowledge about transgender patients. The significant disparities in physical health, mental health and access to care currently experienced by transgender persons in the United States warrants the continued testing and refinement of educational interventions for future and practising providers.

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