The Case of Sean Smith: A Three-Part Interactive Module on Transgender Health for Second-Year Medical Students

Berenson, Marc G.; Gavzy, Samuel J.; Cespedes, Lissette; Gabrani, Aayush; Davis, Michelle; Ingram, Kai; Gailey, Dean; Sánchez, John Paul

doi:10.15766/mep_2374-8265.10915

Cited by 16 publications

(59 citation statements)

References 16 publications

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“…The positive effects on knowledge and self-confidence are consistent with effects seen with other didactics where cooperative learning is not the main mechanism of education. 7 – 12 , 16 , 29 , 30 While we did not show an increase in positive attitudes, this was likely due to the highly positive attitudes seen in the presession survey, also reported by Najor and colleagues. 9 …”

Section: Discussionsupporting

confidence: 57%

“…Other curricula have invited trans community members with great success. 16 , 17 While not inherently necessary, having trans facilitators provided compelling patient perspectives. Both the video and the case discussion—particularly the video, in which a trans individual plays the role of the patient—convey aspects of the patient experience.…”

Section: Discussionmentioning

confidence: 99%

“… 7 , 15 – 18 Some designs include discussion of trans medicine within physiology courses. 12 , 16 , 17 Relevant MedEdPORTAL publications 14 , 16 – 18 provide robust and multimodal activities including varied use of small-group learning techniques and case discussions. None, however, report using peer-learning approaches, such as the jigsaw method, that require active participation from every student.…”

Section: Introductionmentioning

confidence: 99%

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Teaching Trans-Centric Curricular Content Using Modified Jigsaw

et al. 2022

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Introduction Transgender (trans) individuals have unique medical needs and difficulty accessing quality health care, exacerbated by inadequate provider knowledge. Incorporation of trans health care into medical school curricula has increased recently to address this gap. Jigsaw activities emphasize positive interdependence through structured cooperative learning, resulting in increased interest and self-confidence. We implemented a voluntary 2-hour modified jigsaw exercise on trans health care with changes designed to optimize the structure for medical students. Methods The session was implemented both in person and virtually over 2 years with preclerkship medical students at the end of their endocrine/reproduction physiology course. The session featured a knowledge test with answer discussion followed by a clinical correlation—either a case discussion or video discussion. A pre- and posttest design compared students’ knowledge, attitudes, and beliefs. Results Eighty-nine students participated. Their initial attitudes and beliefs regarding trans health care were highly positive and remained elevated. Participants showed increases in knowledge and self-confidence discussing gender identity and clinical care postsession. All expressed interest in further training and felt the session enhanced their understanding of trans health and reproductive physiology. On 1-year follow-up, students showed decreased knowledge and self-confidence in discussing trans health; however, scores remained higher than presession. Student surveys suggested formal integration of more trans health education into the curriculum. Discussion Medical students increased their knowledge and self-confidence regarding trans medicine and felt the modified jigsaw exercise was an effective teaching method. The results suggest that ongoing education is an important tool in optimizing trans health care.

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Section: Discussionsupporting

confidence: 57%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Teaching Trans-Centric Curricular Content Using Modified Jigsaw

et al. 2022

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“… 9 Even comprehensive gender clinics, in 2022, are asking for more primary care providers to care for transgender patients. 10 Within MedEdPORTAL, current transgender curricula include cancer screening, 11 preclinical training, 12 , 13 sexual history-taking, 14 communication, 15 LGBTQ-wide discussions, 16 , 17 and multiple-session medical school curricula. 12 , 13 One resource tackles a standardized patient (SP) scenario, 18 but none specifically include practicing hormone prescribing within an SP case.…”

Section: Introductionmentioning

confidence: 99%

“… 10 Within MedEdPORTAL, current transgender curricula include cancer screening, 11 preclinical training, 12 , 13 sexual history-taking, 14 communication, 15 LGBTQ-wide discussions, 16 , 17 and multiple-session medical school curricula. 12 , 13 One resource tackles a standardized patient (SP) scenario, 18 but none specifically include practicing hormone prescribing within an SP case. We believe that experiential learning in a safe environment is a unique formative experience in which to practice an informed consent hormone-initiation model addressing the patient-reported gaps in provider knowledge.…”

Section: Introductionmentioning

confidence: 99%

An Effective Gender-Affirming Care and Hormone Prescribing Standardized Patient Case for Residents

et al. 2022

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Introduction It is estimated that at least 700,000 individuals in the United States identify as transgender or gender expansive. Many have confronted marginalization within the health care system, leading to suboptimal care and inequitable health outcomes. Health sciences trainees do not receive adequate training in gender-affirming care. The authors therefore created, piloted, and evaluated a formative standardized patient case for gender-affirming care for family medicine resident learners that could be given with limited resources in primary care and health professional education. Methods The curriculum for the case was developed with patient input and with family medicine physicians skilled in education, simulation, and gender-affirming care. The first case was held for 20 residents in a 4-year family medicine program in the Pacific Northwest. Nineteen participants completed pre/post case surveys delineating knowledge, awareness, attitudes, and intended behavior regarding providing gender-affirming care. Results Self-reported knowledge and awareness increased after standardized patient case participation in multiple skill areas related to providing gender-affirming care. Faculty observers informally reported that the session increased their knowledge and comfort as well. Discussion Implementation of this gender-affirming standardized patient case inclusive of community input was associated with successful improvements in self-reported measurements of resident knowledge and awareness of providing gender-affirming care. Additional institutions should consider such training to improve health care equity for this population.

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

Jecke¹,

Zepf²

2023

Eur Child Adolesc Psychiatry

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Many transgender individuals face inequities, discrimination, and sometimes even a lack of transgender-specific knowledge in health care settings. Educational curricula can address such disparities and help future health professionals to become more knowledgeable, confident, and well-prepared for addressing the needs of transgender individuals. This systematic review aims to summarize current training interventions about care of transgender individuals for health and allied health students, and to analyse the effects of the respective intervention. A total of six databases (Pubmed, MEDLINE, Scopus, Web of Science, Embase and SciSearch) were screened for original articles published between 2017 and June 2021. Search terms and eligibility criteria were pre-specified, and after a structured selection process 21 studies were included into further analysis. Extracted data contained information on general study properties, population, design, program format and outcomes of interest. A narrative synthesis was used to summarize detected results. Study quality was assessed for each individual study. A self-developed 18-item checklist combining criteria of two prior published tools was used to assess overall quality of quantitative studies. For qualitative studies a 10-item checklist by Kmet et al. [HTA Initiat, 2004] was applied. Eligible studies were designed for multiple health or allied health profession students, and varied widely regarding program format, duration, content, and assessed outcomes. Almost all (N = 19) interventions indicated improvements in knowledge, attitude, confidence and comfort levels or practical skills concerning care for transgender clients. Major limitations included the lack of long-term data, validated assessment tools, control groups and comparative studies. Training interventions contribute to prepare future health professionals to deliver competent and sensitive care and which may improve the prospective experienced health care reality of transgender individuals. However, currently there is no common consensus about best practice of education. Additionally, little is known about whether detected effects of training interventions translate into noticeable improvements for transgender clients. Further studies are warranted to assess the direct impact of specific interventions in the light of the respective target populations.

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The Case of Sean Smith: A Three-Part Interactive Module on Transgender Health for Second-Year Medical Students

Cited by 16 publications

References 16 publications

Teaching Trans-Centric Curricular Content Using Modified Jigsaw

Teaching Trans-Centric Curricular Content Using Modified Jigsaw

An Effective Gender-Affirming Care and Hormone Prescribing Standardized Patient Case for Residents

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

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