Introduction: The gender landscape is changing. For professionals in health care, particularly diagnostic imaging (DI), we need better communication tools to obtain personal information from this gender diverse community. We need more specific information from patients because we are performing examinations in which radiation is involved. It is our professional duty to protect a patient's reproductive organs whenever possible, but we must know where those organs are located. In addition, we must determine if a patient could be pregnant or not. Compliance to the professional duty must also extend to transgender and nonbinary patients. Transgender patients do not express or identify the same as their sex assigned at birth; therefore, we may shield inappropriately and expose their reproductive organs unintentionally. Nonbinary patients do not identify as either male or female, and therefore, their expression does not indicate reproductive organ location. Method: There are currently no specific forms in DI that ask the questions we need to know to protect the public from unnecessary radiation exposure to reproductive organs. In developing the new form, we began looking at current practices in DI departments to better understand where the communication gap was and what important information would be required in the new form. Result: The authors have created a new intake form that accommodates all patientsdregardless of age or gender. The result is the SIGE (Sex, Identity, Gender, Expression) form.
Improving communication with the gender diverse community in diagnostic imaging departmentsThe pie chart in Fig. 1 represents our knowledge; if we are to expand our knowledge we must accept that the biggest part of the pie is filled with information that we are unware we are unaware of.The story begins with something that all radiographers know: how to perform a wrist x-ray on a ten-year-old patient. Based on "the things we know" we can apply our skills to meet various patient needs. We are trained to produce diagnostic images while ensuring patient care and safety.What if the scenario changes from what is expected? The radiographer calls the patient based on the information provided in the RIS (patient information) system, which indicates a male, however a person who identifies as female stands up for the exam. The patient's guardian tells the radiographer that the patient uses a female name now. This situation could be very new for a radiographer and they may have some apprehension with this unfamiliar scenario. While they can rely on their experience to confirm they have the correct patient by double checking date of birth, surname, and verifying the requisition information is accurate, they may not have the tools to feel confident in their ability to communicate respectfully and professionally in this situation. This is a transgender child.Many radiographers may not have experience with transgender patients and are aware that this is a topic containing "things we know we don't know about." Once an exam is completed we may ask ourselves: "Did I handle the situation correctly?", "Did I give the best patient-care possible?", "Could the patient or caregiver tell that I was uncomfortable?", "Was my body language appropriate?", or "Did I ask the right questions, and above all else, was I being respectful?"This example made us aware of a knowledge gap that exists in our profession. In 2016 we began working on identifying and closing this gap. We started with the things we know: as radiographers, we have knowledge about imaging, ionizing radiation, and patient communication. We needed to learn about the things we did not know: what is the gender spectrum, what defines a transgender patient, and what adaptations, if any, are needed in our department? After doing our homework we have some information that might help diagnostic imaging departments become more aware of the gender spectrum and how to communicate respectfully with this community.
Introduction: Sexual and gender minority patients experience significant inequities when accessing health care. Transgender and nonbinary patients are at an even greater risk of experiencing health disparities due to their specialized health care needs. In the discipline of medical imaging, limited cultural competence, social stigma, and cisheteronormative environments are barriers for these patients. There is an urgent need to improve medical imaging care for transgender and non-binary people; inclusion of sexual and gender minority content in medical imaging curriculum is one strategy to begin to address this need.Method: A review of the literature was undertaken to explore implementation of sexual and gender minority content in the curricula of medical imaging programs.Results/Discussion: Three main themes were identified: 1) educators' acknowledgement of the importance and value of adding sexual and gender minority content to healthcare curriculum; 2) educators' lack of a sense of preparedness, experience, and knowledge to adequately teach this content: and 3) lack of resources and institutional support to help develop curriculum. Conclusion:Including content in the curriculum related to the needs of transgender and non-binary patients will help ensure entry-topractice Medical Radiation Technologists are better prepared to provide inclusive care.
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