Educational Competencies for Care of Patients Who Are/May Be LGBT, Gender-Nonconforming, and/or Born With DSD

Mulitalo, Karen; Romano, Jocelyn

doi:10.1097/jpa.0000000000000049

Cited by 6 publications

(4 citation statements)

References 4 publications

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“… 12 This expansion could reflect increased cultural awareness of transgender persons, increased demands by students, increased faculty awareness, and/or a reaction to the call to improve the care of sex and gender minorities that has been solicited by the Association of American Medical Colleges (AAMC) and other groups. 10 , 11 , 22 Our respondents indicated that the most commonly covered topics include clarification of terms (e.g., “gender,” “sex,” and “identity”), followed by health disparities/health access issues and mental health topics. Additionally, sexual identity and behavior are often covered in medical interviewing or sexual health curricula.…”

Section: Discussionmentioning

confidence: 99%

“…Consistent with medical schools, only limited data exist regarding the curricular approach to transgender health in physician assistant (PA) programs. 11 , 12 A 2015 study that focused on general sexual health education in U.S. PA programs reported that 33%–41% of PA programs did not cover transgender health. 12 The authors of this study noted that medical transition and surgical affirming procedures were covered the least.…”

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confidence: 99%

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Curricular Approaches to Transgender Health in Physician Assistant Education

et al. 2020

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

Curricular Approaches to Transgender Health in Physician Assistant Education

et al. 2020

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“…Meanwhile, medical students continue to graduate into the ranks of doctors without a better understanding of how gender and sex affects their patients and how to interact with those who are not cisgender or endosex. 1 Characterization of gender and sex in medical education materials is not solely an issue of inclusion but of accuracy.…”

Section: Introductionmentioning

confidence: 99%

“…Guidelines demand educators develop a new vocabulary and knowledge base without offering appropriate instruction. 1–3 Moreover, this framework frequently places the onus of implementation on students (predominantly LGBTQIA+ students). 4,5 This approach impairs the pace and quality of curriculum updates.…”

Section: Introductionmentioning

confidence: 99%

The Body Guidelines: A Metacognitive and Harm Reducing Approach to Gender and Sex in Preclinical Medical School Curriculum

Parsa,

Myers,

Ravichandran

et al. 2023

Journal of Medical Education and Curricular Development

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The incorporation of sex and gender variables in medical education can be made more intuitive and accurate with thoughtful intervention. The authors propose a flowchart to make medical education tools more precise and applicable to patients who would benefit from a nuanced approach to sex and gender. The Body Guidelines can empower educators to consider sex and gender in terms of the etiology and epidemiology of any given pathologic process or disease.

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Developing a Curriculum on Transgender Health Care for Physician Assistant Students

Hart

Kindratt

Vasudevan

et al. 2021

J Physician Assist Educ

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Purpose Our goal was to (1) evaluate physician assistant (PA) students' knowledge, skills, and attitudes toward transgender patients, (2) develop and deliver a lecture on transgender health care, and (3) determine changes in knowledge, skills, and attitudes postlecture. Methods A 32-item survey was developed and emailed to PA students. Students were then invited to a 2-hour lecture on transgender-specific psychosocial topics and clinical skills plus medical treatment for gender dysphoria. Lecture attendees retook the survey after 2 weeks. Results Initial mean self-assessment scores regarding clinical knowledge and skills were below 3 on a 7-point Likert scale. All measures improved following the lecture (p < .001 for all). Overall, 86.7% of students were interested in the addition of transgender health into their didactic curriculum. Conclusions Our results illustrate insufficient student competence in transgender medicine. Our proposed transgender curriculum may be a useful guide for educators wanting to integrate this topic into their instruction.

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Educational Competencies for Care of Patients Who Are/May Be LGBT, Gender-Nonconforming, and/or Born With DSD

Cited by 6 publications

References 4 publications

Curricular Approaches to Transgender Health in Physician Assistant Education

Curricular Approaches to Transgender Health in Physician Assistant Education

The Body Guidelines: A Metacognitive and Harm Reducing Approach to Gender and Sex in Preclinical Medical School Curriculum

Developing a Curriculum on Transgender Health Care for Physician Assistant Students

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