Delivering transgender-specific knowledge and skills into health and allied health studies and training: a systematic review

Jecke, L; Zepf, Florian Daniel

doi:10.1007/s00787-023-02195-8

Cited by 4 publications

(1 citation statement)

References 91 publications

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“…Students can face dilemmas and make decisions that reflect different realities, enabling them to reflect on the prejudices and stereotypes that may exist in society [9,10] . These games can foster empathy among players [11] as the ability to simulate the experiences of other characters in video games can facilitate a deeper understanding of their realities, enhance motivation and interest among participants, modify behaviors, develop skills, and even promote sensitivity among students.…”

Section: Introductionmentioning

confidence: 99%

Transgender and gender-diverse (TGD) training in social education degree: Believing and creating play and narratives for learning

Rodríguez-Rivera,

Manzano-León,

Camacho-Sánchez

et al. 2023

Environ. Soc. Psychol.

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Game Based Learning (GBL) has demonstrated its efficacy in education by addressing issues such as student boredom, motivation, and active learning. This article specifically focuses on the implementation of a cooperative training workshop to assess university students’ satisfaction, motivation, and attitudes towards transgender and gender diverse (TGD) individuals. The project involved the participation of 36 students who engaged in a cooperative video game that promotes LGBTQI+ inclusivity. This immersive experience not only facilitated their learning but also fostered teamwork and familiarity with information and communication technology (ICT) programs and resources crucial to their future professional pursuits. The primary objective of the workshop was to enhance the training of students pursuing social education degrees and better prepare them for their future careers. The findings underscore the advantages of this cooperative workshop, which serves as a platform for students to develop practical skills, deepen their understanding of social issues, and cultivate positive attitudes towards TGD individuals. The study highlights GBL’s potential in reducing boredom, enhancing motivation, and promoting active learning. In conclusion, GBL offers promising prospects for transforming educational practices. The integration of cooperative workshops into teaching methodologies can have a positive impact on student engagement, learning outcomes, and attitudes. Further research is required to comprehensively comprehend and effectively incorporate GBL (digital game learning) into teaching practices. By harnessing the educational potential of games, we can create more engaging and effective learning environments that equip students with the necessary skills for their future careers in social education.

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Section: Introductionmentioning

confidence: 99%

Transgender and gender-diverse (TGD) training in social education degree: Believing and creating play and narratives for learning

Rodríguez-Rivera,

Manzano-León,

Camacho-Sánchez

et al. 2023

Environ. Soc. Psychol.

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Exploring the knowledge and attitudes of college‐educated Hispanics toward the transgender community in Puerto Rico

Ortiz‐Ramos,

Ramírez‐Oliver,

Cárdenas‐Suárez

et al. 2024

Intl J Gynecology & Obste

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ObjectiveThis study aimed to assess the knowledge and attitudes of a sample of Hispanics in Puerto Rico (PR) toward the transgender community.MethodsA cross‐sectional study addressing Hispanics, aged 21 years or older who lived in PR, was performed from March to September 2021. Participants were invited through online advertisement shared on social media pages. Data were collected via SurveyMonkey and analyzed with Stata 17. Descriptive statistics were employed to summarize findings.ResultsA total of 404 participants were sampled. Most were female, 278 (68.8%), had completed at least a bachelor's degree, 292 (72.2%), and referred exposure to trans‐related topics during education, 237 (58.7%). Most correctly defined the terms sex, 257 (63.6%), sexual orientation, 334 (82.7%) and transgenderism, 297 (73.5%). The majority also agreed that transgender individuals should be able to change their name, 353 (93.6%) and undergo gender‐affirming procedures, 335 (88.9%). Most also believed trans individuals were a valuable part of society, 339 (89.9%) and should be allowed free gender expression, 358 (95.0%).ConclusionsPR is characterized by a patriarchal, religious, and conservative culture which could promote a negative attitude toward transgender people. Our findings challenged such assumption. The level of knowledge and positive attitude toward trans individuals identified in this study could counteract the existing violence and stigma affecting this community in PR.

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Transgender Knowledge Mediates U.S. Political Differences in Prejudice and Support for Trans-inclusive Policies

Zell,

Burnett

2024

Sex Roles

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There are sharp U.S. political differences in transgender attitudes, with liberals expressing much more favorable attitudes and support for trans-inclusive policies than conservatives. Transgender attitudes likely contribute to numerous public policies that are being passed or considered, including policies that impact transgender health, safety, and well-being. Thus, it is imperative to understand why vast partisan differences in transgender attitudes occur. Here we present two preregistered studies examining whether transgender knowledge (i.e., knowledge about transgender identities, experiences, causes, and health care) differs in Democrats versus Republicans, and whether knowledge mediates political differences in attitudes and policy support (N = 439, Prolific). Participants completed a transgender quiz, followed by measures of transgender prejudice and support for trans-inclusive policies. Democrats had superior transgender knowledge compared to Republicans (ds > 1.39). Further, as predicted, transgender knowledge significantly mediated political differences in transgender prejudice and policy support. Exploratory analyses found that the predicted mediation effects held when knowledge was operationalized in different ways and after adjusting for demographic covariates. These data suggest that knowledge gaps help to explain political differences in transgender attitudes and may stimulate additional work on how to improve such knowledge.

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Delivering transgender-specific knowledge and skills into health and allied health studies and training: a systematic review

Cited by 4 publications

References 91 publications

Transgender and gender-diverse (TGD) training in social education degree: Believing and creating play and narratives for learning

Transgender and gender-diverse (TGD) training in social education degree: Believing and creating play and narratives for learning

Exploring the knowledge and attitudes of college‐educated Hispanics toward the transgender community in Puerto Rico

Transgender Knowledge Mediates U.S. Political Differences in Prejudice and Support for Trans-inclusive Policies

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