“…64,65 professional athletic training program curricula expansion related to gender minority patients have been found in the literature involve asking for a patient's pronouns, fostering a safe environment in the health care facility, listening to the patient, making shared decisions, maintaining patient privacy, using inclusive language, avoid homonegativity and heteronormativity, awareness of mental health needs, and being knowledgeable about local resources for inclusive health care providers. 31,33,34,69,70 Specifically for transgender patients, it is essential that professional athletic training curricula additionally incorporate the definition of transgender, misconceptions about advantages in sport, sport participation policies, health care disparities, barriers to care, gender-affirming language, preventative health care needs, mental health needs including gender dysphoria, gender-affirming care, and the long-term effects of various interventions. 31,34,39,69 When students are learning about health risks faced by the transgender population, they need to understand that an underlying cause of the health risks is not necessarily being transgender, but living as a transgender person in a homophobic society.…”