Since March 2020, educators, scientists, researchers and practitioners in health professions education (HPE) have faced a disruptive change that has challenged our accepted educational models. Social distancing requirements and other pandemic-related changes have limited the number of students or trainees that can be in one place at a time, presenting HPE with a volatile, uncertain, complex and ambiguous (VUCA) environment. 1 This environment has triggered a rapid proliferation of new educational adaptations and approaches 2 which, in consequence, has highlighted the importance of structured meaningful evaluations to determine the value of innovations and to explore whether excellence in educational experiences has been maintained or, indeed, improved.
Background Content knowledge surrounding transgender (trans) medicine is currently lacking in the formal medical education curricula. Evidence indicates that the main protocols used to assess and refer trans patients for gender-affirming medicine are misunderstood by health professionals, and require flexible adaptation to achieve health equity and patientcentred care. Approach A free online educational tool for genderaffirming medicine, The Path to Patient-Centred Care, was developed to teach learners how to adapt assessment protocols. Resource creation was supported by a knowledge translation grant that endorsed design thinking, a human-centred and solutions-focused framework recommended for use in curriculum development. Evaluation The Path to Patient-Centred Care provides learners with information related to key principles of patient-centred care in gender-affirming medicine, including a guide on how to adapt the main assessment protocols to achieve equitable care. The curriculum also includes narratives from trans patients and health professionals that focus on health equity, and a clinical vignette about a complex case, designed to foster critical thinking on medical ethics. Project future directions involve an implementation and evaluation pilot study with a diverse group of continu
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