A cross-sectional survey evaluating transgender-related care education in United States pharmacy school curricula

Eckstein, Megan A.; Newsome, Cheyenne; Borrego, Matthew E.; Burnett, Allison; Wittstrom, Kristina; Conklin, Jessica

doi:10.1016/j.cptl.2019.04.005

Cited by 24 publications

(29 citation statements)

References 13 publications

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“…However, pharmacy school curriculum mapping surveys in the United States have shown LGBTQIA+ health content is limited, with zero to three hours of coverage on average. 4,5 Understandably, faculty and recently graduated students are not confident in their ability to provide competent care to this patient population. 5,6 The American College of Clinical Pharmacy (ACCP) categorizes transgender health care as a tier three topic, defined as optional content.…”

Section: Introductionmentioning

confidence: 99%

“…4,5 Understandably, faculty and recently graduated students are not confident in their ability to provide competent care to this patient population. 5,6 The American College of Clinical Pharmacy (ACCP) categorizes transgender health care as a tier three topic, defined as optional content. 7 The 2016 Accreditation Council for Pharmacy Education (ACPE) standards lists cultural sensitivity and the ability to recognize social determinants of health as educational outcomes, but they fail to mention LGBTQIA+ specifically.…”

Section: Introductionmentioning

confidence: 99%

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Strategies for inclusion of lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA+) education throughout pharmacy school curricula

Llayton¹,

Caldas²

2020

Pharm Pract (Granada)

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Lesbian, gay, bisexual, transgender, queer, intersex, asexual, and others (LGBTQIA+) patients face stigma and barriers to health care, including a lack of health care professionals' knowledge and confidence in treating this patient population. Pharmacists are in prime position to decrease this health disparity. United States pharmacy schools have limited LGBTQIA+ content, continuing the concern of recent graduates without knowledge and confidence. This commentary discusses potential barriers to introducing LGBTQIA+ content into school of pharmacy curricula and presents five strategies currently in use by nursing, medical, and pharmacy schools. Schools of Pharmacy should consider proactive incorporation of this content to graduate practitioners able to provide quality care to LGBTQIA+ patients.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Strategies for inclusion of lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA+) education throughout pharmacy school curricula

Llayton¹,

Caldas²

2020

Pharm Pract (Granada)

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“…For this to happen, schools of pharmacy should consider a proactive approach in incorporating LGBT contents throughout the PharmD curriculum. 14,17 However, to date most pharmacy schools do not include the provision of pharmaceutical care for transgender patients as part of their curriculum. 12,15 This led us to develop this study aiming to evaluate the effect of a three-hour continuing education course on the knowledge needed by practicing pharmacists to provide pharmaceutical care for transgender patients.…”

Section: Discussionmentioning

confidence: 99%

“…12 Pharmacists' lack of knowledge may in part be due to the lack of inclusion of transgender care or LGBT issues in pharmacy school curricula. [12][13][14] One recent commentary on the topic concluded that "pharmacists are the healthcare providers with the least training on transgender healthcare". 15 Although there are limited examples of integrating transgender care into PharmD curriculum, some positive outcomes have been reported following integration of this topic into curriculum.…”

Section: 11mentioning

confidence: 99%

Educational intervention to improve pharmacist knowledge to provide care for transgender patients

Rosa-Vega¹,

Carlo²,

Rodríguez-Ochoa³

et al. 2020

Pharm Pract (Granada)

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Background: Most pharmacists have not received formal training or education in the provision of care for transgender patients. Nonetheless, pharmacists have the potential to be valuable partners in the care of transgender patients, and a continuing education course might be valuable in addressing this knowledge gap. Objective: The aim of this study was to examine the impact of a three-hour continuing education course in improving the knowledge of pharmacists to provide pharmaceutical care for transgender patients. Methods: A quasi-experimental, one-group pre-test/post-test study design was used to measure the impact of a three-hour continuing pharmacy education course on the knowledge of pharmacists on transgender care. The course was divided into three units: (1) Transgender Patient Care Introduction, (2) General Health Issues of Transgender Patients, and (3) Gender Affirming Hormone Therapy. A total of 68 pharmacists participated in the study, of which 54 completed both the pre- and post-test. An ANOVA was used to compare differences in knowledge in the group before and after the educational intervention. Results: The majority of the participating pharmacists were cisgender, heterosexual women who had not received any formal training related to transgender care. Participants demonstrated the largest increase in execution score in the third unit, with a percent improvement of 25.22% (pre-test 45.06%, post-test 70.28%; p<0.001). The average total execution score was 52.15% in the pre-test and 72.89% (p< 0.001) in the post-test. Conclusions: Pharmacists benefited from a three-hour continuing education course with an increase in knowledge regarding transgender patient care and hormone therapy for gender affirmation. As this study only evaluated the effect in short term memory, further studies are needed to assess long term impact of the continuing education course on transgender care knowledge.

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“…It is thought that a lack of knowledge of health care providers may be a contributing factor to the health disparities transgender patients experience when compared to their cis-gender counterparts. In a recent survey of schools of pharmacy, a little over half indicated that transgender-related education is a topic that is currently addressed somewhere within the curriculum, and only 41.2% of schools included it as a required part of the curriculum [ 3 ]. Similarly, a 2016 survey of community pharmacy residents found that 72% were not educated about transgender patient issues in pharmacy school and only 36% felt confident in their ability to treat transgender patients [ 4 ].…”

Section: Introductionmentioning

confidence: 99%

The Development of a Knowledge Test on Transgender Patients’ Care

Hernández-Agosto

Melin

Rosa-Vega

et al. 2020

IJERPH

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The objective of this study was to develop an assessment instrument to measure the effects of a continuing education intervention on 3 domains in pharmacists’ knowledge needed to provide pharmaceutical care for transgender patients: (1) foundations of gender-affirming care, (2) health disparities and the specific needs of transgender patients, and (3) hormone treatments for transgender patients. Multiple-choice questions were developed, and an initial item bank of 47 items was drafted. Item bank revision was conducted by content matter experts, while feedback from 8 practicing pharmacists was provided for face validity and further insights. A preliminary test, containing 42 items was administered to 64 pharmacists before and after a three-hour continuing education intervention. Cronbach’s alpha coefficient yielded a value of 0.65 as a pre-test and 0.77 as a post-test. Items were less difficult to answer by participants after taking the three-hour continuing education, showing better discrimination among high and low performers in the instrument administration as post-test, as well as better correlation when comparing participants’ performance in the overall score against item-level performance. Psychometric evidence supports further instrument examination, which can improve this tool to measure gains in pharmacists’ knowledge related to the care of transgender patients.

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A cross-sectional survey evaluating transgender-related care education in United States pharmacy school curricula

Cited by 24 publications

References 13 publications

Strategies for inclusion of lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA+) education throughout pharmacy school curricula

Strategies for inclusion of lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA+) education throughout pharmacy school curricula

Educational intervention to improve pharmacist knowledge to provide care for transgender patients

The Development of a Knowledge Test on Transgender Patients’ Care

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