Use of an Educational Video to Improve Transgender Health Care Knowledge

Guss, Carly E.; Dahlberg, Suzanne E.; Said, Jordan T.; Addison, Jessica; Katz-Wise, Sabra L.

doi:10.1177/00099228221084575

Cited by 5 publications

(4 citation statements)

References 29 publications

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“…There was 1 required intervention on this topic area that involved both the pre-clinical and clinical curriculum, as well as 5 optional interventions that were not specified as occurring in a specific part of the curriculum. Among these interventions that focused on aspects related to gender identity and affirming care: 13 significantly increased knowledge [ 25 , 61 , 62 , 68 , 71 , 73 , 75–78 , 81 , 85 , 89 ]; 7 significantly increased comfort with aspects of providing care [ 25 , 37 , 47 , 48 , 71 , 73 , 85 ]; and 4 significantly increased confidence in providing care [ 21 , 59 , 62 , 86 ].…”

Section: Resultsmentioning

confidence: 99%

“…This review sheds light on educational interventions that could be utilized to address these gaps, as there were 34 studies on interventions related to the health of people who identify as transgender or gender diverse and gender-affirming care, and 19 of these studies that showed statistically significant improvement in student outcomes. These interventions had a significant impact on multiple aspects of trainees preparation: 13 significantly increased knowledge [ 25 , 61 , 62 , 68 , 71 , 73 , 75–78 , 81 , 85 , 89 ]; 7 significantly increased comfort with aspects of providing care [ 25 , 37 , 47 , 48 , 71 , 73 , 85 ]; and 4 significantly increased confidence in providing care [ 21 , 59 , 62 , 86 ]. Educational interventions on this topic area also align with the guidance in the 2014 AAMC report.…”

Section: Discussionmentioning

confidence: 99%

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LGBTQ+ health education for medical students in the United States: a narrative literature review

Jewell,

Petty

2024

Medical Education Online

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Introduction People who identify as lesbian, gay, bisexual, transgender, queer/questioning, intersex, and other sexual/gender minorities (LGBTQ+) may experience discrimination when seeking healthcare. Medical students should be trained in inclusive and affirming care for LGBTQ+ patients. This narrative literature review explores the landscape of interventions and evaluations related to LGBTQ+ health content taught in medical schools in the USA and suggests strategies for further curriculum development. Methods PubMed, ERIC, and Education Research Complete databases were systematically searched for peer-reviewed articles on LGBTQ+ health in medical student education in the USA published between 1 January 2011–6 February 2023. Articles were screened for eligibility and data was abstracted from all eligible articles. Data abstraction included the type of intervention or evaluation, sample population and size, and key outcomes. Results One hundred thirty-four articles met inclusion criteria and were reviewed. This includes 6 (4.5%) that evaluate existing curriculum, 77 (57.5%) study the impact of curriculum components and interventions, 36 (26.9%) evaluate student knowledge and learning experiences, and 15 (11.2%) describe the development of broad learning objectives and curriculum. Eight studies identified student knowledge gaps related to gender identity and affirming care and these topics were covered in 34 curriculum interventions. Conclusion Medical student education is important to address health disparities faced by the LGBTQ+ community, and has been an increasingly studied topic in the USA. A variety of curriculum interventions at single institutions show promise in enhancing student knowledge and training in LGBTQ+ health. Despite this, multiple studies indicate that students report inadequate education on certain topics with limitations in their knowledge and preparedness to care for LGBTQ+ patients, particularly transgender and gender diverse patients. Additional integration of LGBTQ+ curriculum content in areas of perceived deficits could help better prepare future physicians to care for LGBTQ+ patients and populations.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

LGBTQ+ health education for medical students in the United States: a narrative literature review

Jewell,

Petty

2024

Medical Education Online

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“…One study gave an hour-long educational presentation on transgender healthcare to primary care providers and did see significant improvements in their knowledge, confidence providing care, and attitudes toward transgender patients [89]. Another similar brief intervention used an educational video to teach essential topics in transgender and non-binary health to both existing providers and medical students; this intervention was also found to produce improvements in knowledge and comfort in caring for transgender and non-binary patients [90]. Another study employed a more longitudinal approach, with three two-hour training sessions given to providers at an outpatient clinic over the span of four months [91].…”

Section: Interventions Conducted On Existing Providersmentioning

confidence: 99%

A Review of Patient Experiences and Provider Education to Improve Transgender Health Inequities in the USA

Tanenbaum,

Holden

2023

IJERPH

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Transgender individuals are an underserved, vulnerable population. They face many inequities including barriers in both accessing and receiving adequate healthcare. These inequities are proposed here to be rooted in a lack of education about transgender people and their experiences. We begin by exploring the existing transgender healthcare research carried out in the USA, examining client experiences, provider education and attitudes, and the barriers transgender people face to obtaining proper healthcare. Secondly, we look at the previous research on educational interventions implemented with medical students and practitioners in the USA to enhance knowledge about transgender people, and increase sensitivity and awareness, while also increasing the level of comfort in working with these clients. The limitations in these fields of study are discussed in order to understand how to better serve transgender clients in the USA. We will do this through a narrative review to determine evidence-based best practices for educational intervention, uncovering gaps in the literature and highlighting where to focus in future work for researchers and practitioners.

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“…Training activities that increase knowledge, skills, and attitudes are central in moving toward care that is informed about gender diversity. Education materials based on best current practices, contemporary pedagogy, and use of video can facilitate the diffusion of relevant content [ 9 , 10 ]. We sought to build on those efforts and to narrow the gap in training among healthcare providers [ 11 ] by partnering with members of the TGD community in creating updated resources.…”

Section: Introductionmentioning

confidence: 99%

Collaborating with transgender youth to educate healthcare trainees and professionals: randomized controlled trial of a didactic enhanced by brief videos

et al. 2022

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Background In collaboration with members of the transgender and gender diverse (TGD) community, we created a didactic resource about the unique needs of TGD youth. Methods We developed teaching materials enhanced by video clips of two TGD adolescents openly sharing aspects of their lived experience. We compared the video and no video conditions in a randomized controlled trial (RCT) in which participants were assigned to one of four parallel conditions: 1) a transgender [TgV] or 2) a cisgender [CgV] woman presenting with videos embedded into the presentation, 3) the same cisgender woman presenting without the videos [CgN], or 4) a no intervention control [NiC]. Our primary outcome was change in the total score of the Transgender Knowledge, Attitudes, and Beliefs Scale (T-KAB). Results We recruited and proportionally randomized 467 individuals, 200 of whom completed ratings before and after the intervention: TgV (n = 46), CgV (N = 46), CgN (n = 44), and NiC (n = 64). Mean scores on all measures of TGD acceptance increased in the video group, compared to the no video group. Improvements persisted after 30 days (p < 0.01), except on perceptions about TGD family members. The three active intervention groups did not differ in efficacy. Conclusions These findings provide empirical evidence that a well-informed presenter, regardless of their gender, can achieve similar improvements in perceptions and knowledge about TGD youth when using a resource that can be disseminated free of cost.

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Use of an Educational Video to Improve Transgender Health Care Knowledge

Cited by 5 publications

References 29 publications

LGBTQ+ health education for medical students in the United States: a narrative literature review

LGBTQ+ health education for medical students in the United States: a narrative literature review

A Review of Patient Experiences and Provider Education to Improve Transgender Health Inequities in the USA

Collaborating with transgender youth to educate healthcare trainees and professionals: randomized controlled trial of a didactic enhanced by brief videos

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