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.
Subject(s)
Students, Medical , Transgender Persons , Humans , Learning , Delivery of Health Care , Health PromotionABSTRACT
Clinical education programs are positioned to train future health care professionals to provide excellent health care for transgender and gender-diverse patients. The purpose of this resource, Advancing Inclusion of Transgender and Gender-Diverse Identities in Clinical Education: A Toolkit for Clinical Educators, is to facilitate critical inquiry among clinical educators regarding their approach to teaching about sex, gender, the historical and sociopolitical context of transgender health, and how to prepare their students to apply standards of care and clinical care guidelines set forth by national and international professional organizations.
ABSTRACT
PURPOSE: The purpose of this study was to explore the impact of an Interprofessional Transgender Health Education Day (ITHED) on student knowledge and attitudes towards the transgender population. METHODS: This mixed-methods study involved a pre-test and post-test survey administered to students (n=84 pre-test and n=66 post-test) in four health professional education programs (medicine, family therapy, speech, language, and hearing sciences, nutrition and dietetics.) surrounding participation in the ITHED. Differences in total and subscale scores of the Transgender Knowledge, Attitudes and Beliefs (T-KAB) before and after participation in the ITHED scale were analyzed using independent samples t-tests; qualitative responses were analyzed using a thematic, inductive process. RESULTS: Independent samples t-tests revealed no significant differences in pre- and post-ITHED total T- KAB scores, the three subscales, or for those who reported previous training, clinical experience, and regular contact with transgender individuals. Qualitative themes included: enthusiasm for learning about transgender health; need for healthcare providers to provide excellent care for transgender patients; and power of learning directly from the transgender community. CONCLUSIONS: Though participation in the ITHED did not result in significant changes in T-KAB scores, participants demonstrated high baseline T-KAB scores and expressed strong enthusiasm for learning about transgender health. Positioning transgender voices at the forefront of the education can foster a powerful student learning experience and honor ethical guidelines.
