Transgender Simulation Scenario Pilot Project

Muckler, Virginia C.; Leonard, Rachel; Cicero, Ethan C.

doi:10.1016/j.ecns.2018.10.007

Cited by 23 publications

(18 citation statements)

References 6 publications

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“…These findings are in line with Muckler et al. (2019) and García‐Acosta and collaborators’ results (2019), who introduced these practice‐based learning scenarios to practice therapeutic communication towards trans patients in nurses and final‐year nursing students, increasing their confidence and comfort during their care delivery to these patients.…”

Section: Discussionsupporting

confidence: 88%

“…Nevertheless, it was found in our findings that participants stated a shortcoming on LGBTQ+ topics in their education. In this sense, a scarce of curricula content addressing these issues might have caused a lack skills needed to provide an equitable informed care and, respectively, communication (Muckler et al., 2019). This would be similar to other studies where some barriers were found to implement this kind of topic‐specific competencies.…”

Section: Discussionmentioning

confidence: 99%

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Improving the care management of trans patients: Focus groups of nursing students’ perceptions

et al. 2020

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Section: Discussionsupporting

confidence: 88%

Section: Discussionmentioning

confidence: 99%

Improving the care management of trans patients: Focus groups of nursing students’ perceptions

et al. 2020

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“…TGD patient panels can build students' knowledge and empathy on transgender health needs and experiences 12 and have been identified as students' most preferred method to learn about transgender experiences. 13 Simulation involving in-class role-play sessions, 14 and high-fidelity manikins, 15,16 and SPs [17][18][19] have increased knowledge, skills, and attitudes, especially when combined with another mode of teaching. [20][21][22] Although all forms of transgender education are beneficial to student learning, using multiple modes has been very effective.…”

Section: Literature Reviewmentioning

confidence: 99%

Bringing Gender-Affirming Care to Primary Care

Mueller

Desimone

2023

Nurse Educ

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Background: An increasing number of individuals who identify as transgender and gender diverse require informed and compassionate health care, yet there is a dearth of research about which educational strategies are best used to provide nurses and nurse practitioners the foundation upon which to provide appropriate health care. Purpose: This study evaluated a multimodal approach that included guided readings, a transgender patient panel, standardized patient simulation, and group discussion. Methods: The Sexual Orientation Counselor Competency Scale was administered pre- and postintervention. Results: Results demonstrated increases in knowledge, skills, and attitudes among the 16 participants. A high level of satisfaction was expressed for the overall program, but especially for the patient panel and standardized patient encounter. Conclusions: Nurse educators are encouraged to include information about health care of the transgender patient into curricula.

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“…18,19 When medical learners are exposed to transgender-specific content, including via didactic teaching, standardised patient interactions, and even web-based interventions, there is an overall increase in knowledge, positive attitudes, and willingness to address transgender health needs. [18][19][20][21] Providing comprehensive transgender care typically involves generalist and specialist clinicians, as the provision of transgender care includes management of hormone therapy and its side effects, gender-affirming surgery and peri-operative care, fertility preservation, sexual health needs, helping patients navigate oppressive systems that reduce access to care, and care that is unrelated to transgender identity such as cancer screening. [22][23][24][25] Endocrinological care is a key component of gender-affirming care; however, currently, the Endocrinology American Board of Internal Medicine certification exam devotes, "[…] <2% of its content to gender dysphoria/gender incongruence and transgender management."…”

Section: Introductionmentioning

confidence: 99%

“…Emerging literature suggests that fundamental curricular changes aimed towards increasing transgender-specific health literacy amongst physicians improve clinical experiences for transgender patients. 18,19 When medical learners are exposed to transgender-specific content, including via didactic teaching, standardised patient interactions, and even web-based interventions, there is an overall increase in knowledge, positive attitudes, and willingness to address transgender health needs. [18][19][20][21] Providing comprehensive transgender care typically involves generalist and specialist clinicians, as the provision of transgender care includes management of hormone therapy and its side effects, gender-affirming surgery and peri-operative care, fertility preservation, sexual health needs, helping patients navigate oppressive systems that reduce access to care, and care that is unrelated to transgender identity such as cancer screening.…”

Section: Introductionmentioning

confidence: 99%

Trans health training objectives: A scoping review

Ahmad,

Robinson,

Uleryk

et al. 2023

The Clinical Teacher

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BackgroundTransgender individuals are discriminated against in health care environments and consistently experience poorer health outcomes than their cisgender counterparts. Enhancing physician training in transgender‐specific health is critical to closing the transgender health gap.MethodsWe conducted a scoping review to identify transgender health training objectives in Internal Medicine and Internal Medicine Subspecialty residency programmes in Canada and the United States. A systematic search was conducted from 1946 to 15 February 2022. Studies were eligible for inclusion if they were written in English, included transgender training objectives, and were aimed at resident physicians in Internal Medicine or Internal Medicine Subspecialty training programmes in Canada or the United States.FindingsWe found 4048 papers, of which 11 were included for analysis. Transgender health training objectives were synthesised into five themes, including (1) terminology, physiology, and gender presentation, (2) gender‐affirming care and communication, (3) hormonal and surgical management, (4) routine health management and maintenance, and (5) equity, diversity, and inclusion in clinical care. The majority of objectives pertained to equity, diversity, and inclusion in clinical care, namely, respectful communication and non‐judgemental care of transgender patients.DiscussionOur findings provide a comprehensive overview of published transgender health objectives in Canada and the United States and highlight existing gaps in postgraduate medical education for Internal Medicine and Subspecialty programmes.ConclusionsWe argue a need for standardisation of transgender‐related residency training and suggest that postgraduate Internal Medicine programmes can utilise this review as a framework to begin enhancing transgender health education for their residents.

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Transgender Simulation Scenario Pilot Project

Cited by 23 publications

References 6 publications

Improving the care management of trans patients: Focus groups of nursing students’ perceptions

Improving the care management of trans patients: Focus groups of nursing students’ perceptions

Bringing Gender-Affirming Care to Primary Care

Trans health training objectives: A scoping review

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