The power to help or harm: student perceptions of transgender health education using a qualitative approach

Abstract

Background Lack of transgender health education among health professional education programs is a limitation to providing gender-affirming care. Educational interventions have advanced in the past decade using a variety of pedagogical approaches. Although evidence supports that educational interventions can significantly improve student knowledge, comfort levels, preparedness, and clinical skills, few studies have addressed student perceptions of or receptiveness towards transgender health education. The study purpose was to explore student perceptions of transgender health education using a qualitative approach. Methods We utilized a basic qualitative design to explore student perceptions of transgender health education at a Catholic, Jesuit institution. Participants were medical students (n = 182), medical family therapy students (n = 8), speech, language and hearing sciences students (n = 44), and dietetic interns (n = 30) who participated in an Interprofessional Transgender Health Education Day (ITHED) in partnership with transgender educators and activists. Participants completed an online discussion assignment using eight discussion prompts specific to the ITHED sessions. Data were analyzed using the constant comparative method and triangulated across four medical and allied health programs. Results A total of 263 participants provided 362 responses across eight discussion prompts. Three major themes resulted: (1) The Power to Help or Harm, (2) The Responsibility to Provide Health Care, and (3) A Posture of Humility: Listen and Learn. Each theme was supported by three to four subthemes. Conclusions Health professional students were highly receptive towards transgender health education delivered by transgender community members. First-person accounts from session facilitators of both positive and negative experiences in healthcare were particularly effective at illustrating the power of providers to help or harm transgender patients. Reflection and constructive dialogue offers students an opportunity to better understand the lived experiences of transgender patients and explore their identities as healthcare providers at the intersection of their religious and cultural beliefs.

Seeking gender-affirming medical care: A phenomenological inquiry on skillful coping with transgender and non-binary adults in the United States Midwest

“…Based on this study and others, the experiences of TGNB patients could be changed dramatically if all providers and medical staff fostered their own comfort in talking to TGNB people (Johnston & Shearer, 2017 ) in order to facilitate the informed consent model for GAHT. Provider education could include training on reducing microaggressions in healthcare (i.e., misgendering and overemphasizing pronouns), improving bias reflexivity is needed (Munro et al, 2019 ), and real-world interaction with TGNB patients is needed for improving comfort (Linsenmeyer, Heiden-Rootes, Drallmeier, Rahman, Buxbaum, Rosen, et al, 2023 ; Linsenmeyer, Heiden-Rootes, Drallmeier, Rahman, Buxbaum, Walcott, et al, 2023 ). This could facilitate a more collaborative and safe experience where medical staff and physicians seek to know, understood, and advocate with and for TGNB patients.…”

“…All members of the healthcare team can create a welcoming environment across the healthcare visit. Several practices can be gleaned from Linsenmeyer, Heiden-Rootes, Drallmeier, Rahman, Buxbaum, Rosen, et al ( 2023 ). For example, subtle affirming practices such as LGBTQ magazines in the waiting room, all front desk staff inquiring about and using appropriate pronouns and preferred names, and recognition of Pride celebrations within the office can change the culture of the medical office to support inclusivity.…”