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J Adolesc Health. 2017 Apr;60(4):425-430. doi: 10.1016/j.jadohealth.2016.11.020. Epub 2017 Jan 5.

Enhancing Pediatric Trainees' and Students' Knowledge in Providing Care to Transgender Youth.

Author information

1
Division of Adolescent and Young Adult Medicine, Department of Pediatrics, University of California, San Francisco, San Francisco, California. Electronic address: stanley.vance@ucsf.edu.
2
Department of Family Community Medicine, University of California, San Francisco, San Francisco, California.
3
Division of Pediatric Endocrinology, Department of Pediatrics, University of California, San Francisco, San Francisco, California.
4
Division of Adolescent and Young Adult Medicine, Department of Pediatrics, University of California, San Francisco, San Francisco, California.

Abstract

PURPOSE:

To enhance pediatric trainees' and students' knowledge of the psychosocial and medical issues facing transgender youth through a comprehensive curriculum.

METHODS:

During the 2015-2016 academic year, we administered a transgender youth curriculum to fourth-year medical students, pediatric interns, psychiatry interns, and nurse practitioner students on their 1-month adolescent and young adult medicine rotation. The curriculum included six interactive, online modules and an observational experience in a multidisciplinary pediatric gender clinic. The online modules had a primary care focus with topics of general transgender terminology, taking a gender history, taking a psychosocial history, performing a sensitive physical examination, and formulating an assessment, psychosocial plan, and medical plan. At the completion of the curriculum, learners completed an evaluation that assessed change in perceived awareness and knowledge of transgender-related issues and learner satisfaction with the curriculum.

RESULTS:

Twenty learners participated in the curriculum with 100% completing the curriculum evaluations, 100% reporting completing all six online modules, and 90% attending the gender clinic. Learners demonstrated a statistically significant improvement in all pre-post knowledge/awareness measures. On a Likert scale where 5 indicated very satisfied, learners' mean rating of the quality of the curriculum was 4.5 ± .7; quality of the modules was 4.4 ± .7; and satisfaction with the observational experience was 4.5 ± .8.

CONCLUSIONS:

A comprehensive curriculum comprised interactive online modules and an observational experience in a pediatric gender clinic was effective at improving pediatric learners' perceived knowledge of the medical and psychosocial issues facing transgender youth. Learners also highly valued the curriculum.

KEYWORDS:

Graduate medical education; Health services for transgender persons; Transgender persons; Undergraduate medical education

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