Health Professions Students’ Knowledge, Skills, and Attitudes Toward Transgender Healthcare

Vasudevan, Anita; Garcia, Antonio D.; Hart, Bethany G.; Kindratt, Tiffany B; Pagels, Patti; Orcutt, Venetia L.; Campbell, Tad; Carrillo, Mariana; Lau, May

doi:10.1007/s10900-022-01135-y

Cited by 6 publications

(5 citation statements)

References 26 publications

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“…A common finding, identified in eight studies, a gap in student knowledge, preparedness, and/or training related to transgender health and gender-affirming care [ 97 , 111 , 115 , 118 , 120 , 126 , 128 , 132 ]. Four of these studies specifically found that students had lower knowledge, comfort, and preparedness related to working with transgender patients compared to lesbian, gay, and bisexual patients [ 111 , 115 , 120 , 126 ].…”

Section: Resultsmentioning

confidence: 99%

“…A specific topic area that was identified commonly as a gap in student training was related to gender-affirming care and the health of people who identify as transgender or gender diverse. Eight articles described gaps in student knowledge, preparedness, and training related to this topic [ 97 , 111 , 115 , 118 , 120 , 126 , 128 , 132 ]. Examples of specific deficits included only 32% of students agreeing that they know appropriate terminology for working with someone who is transgender [ 97 ] and 23% feeling somewhat/very competent describing treatment options for patients who are transgender [ 132 ].…”

Section: Discussionmentioning

confidence: 99%

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LGBTQ+ health education for medical students in the United States: a narrative literature review

Jewell,

Petty

2024

Medical Education Online

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Introduction People who identify as lesbian, gay, bisexual, transgender, queer/questioning, intersex, and other sexual/gender minorities (LGBTQ+) may experience discrimination when seeking healthcare. Medical students should be trained in inclusive and affirming care for LGBTQ+ patients. This narrative literature review explores the landscape of interventions and evaluations related to LGBTQ+ health content taught in medical schools in the USA and suggests strategies for further curriculum development. Methods PubMed, ERIC, and Education Research Complete databases were systematically searched for peer-reviewed articles on LGBTQ+ health in medical student education in the USA published between 1 January 2011–6 February 2023. Articles were screened for eligibility and data was abstracted from all eligible articles. Data abstraction included the type of intervention or evaluation, sample population and size, and key outcomes. Results One hundred thirty-four articles met inclusion criteria and were reviewed. This includes 6 (4.5%) that evaluate existing curriculum, 77 (57.5%) study the impact of curriculum components and interventions, 36 (26.9%) evaluate student knowledge and learning experiences, and 15 (11.2%) describe the development of broad learning objectives and curriculum. Eight studies identified student knowledge gaps related to gender identity and affirming care and these topics were covered in 34 curriculum interventions. Conclusion Medical student education is important to address health disparities faced by the LGBTQ+ community, and has been an increasingly studied topic in the USA. A variety of curriculum interventions at single institutions show promise in enhancing student knowledge and training in LGBTQ+ health. Despite this, multiple studies indicate that students report inadequate education on certain topics with limitations in their knowledge and preparedness to care for LGBTQ+ patients, particularly transgender and gender diverse patients. Additional integration of LGBTQ+ curriculum content in areas of perceived deficits could help better prepare future physicians to care for LGBTQ+ patients and populations.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

LGBTQ+ health education for medical students in the United States: a narrative literature review

Jewell,

Petty

2024

Medical Education Online

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“…Muns et al reported that while medical students at the University of Puerto Rico Medical School were willing to treat transgender patients, their knowledge and training on the topic of transgender health was limited [ 72 ]. In a similar vein, Vasudevan et al conducted a survey of medical students at a single US academic health centre and found that while students exhibited a high degree of personal comfort in providing treatment for transgender patients, their knowledge and skills regarding the topic of transgender health were limited [ 73 ]. Greene et al conducted a study with medical, dental and nursing students and found that while most participants (70–74%) felt comfortable treating LGBTQ patients, 71–81% of them reported interest in receiving formal education on LGBTIQ health issues [ 15 ].…”

Section: Discussionmentioning

confidence: 99%

Transgender Attitudes and Beliefs Scale-Greek (TABS-Gr) version: translation and initial evaluation of psychometric properties among medical students

Voultsos,

Papana,

Alexandri

et al. 2023

BMC Med Educ

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Background Transgender people face significantly greater discrimination and health disparities in health care settings than cisgender people. The role of education in eliminating this phenomenon has been increasingly recognized by many medical schools. However, transgender health content is sparse or lacking in the medical curricula of many countries. Method This study was designed to validate the Greek version of the Transgender Attitudes and Beliefs Scale (TABS-Gr). The study adopted a cross-sectional, comparative-descriptive research design. Participants (N = 203) were contacted through online recruitment and invited to complete an anonymous web-based survey. The data were collected between December 2022 and February 2023. Results The overall reliability of the TABS-Gr questionnaire was high (Cronbach’s α = 0.961, p. from Hotelling’s T-squared test < 0.000). High Cronbach’s alpha values were estimated for the three subscales, with α = 0.958 for Interpersonal Comfort, α = 0.906 for Gender Beliefs, and α = 0.952 for Human Values. Hotelling’s T-squared test confirmed that all items on the scale had the same mean (p < 0.001 for all subgroups). Explanatory factor analysis (EFA) demonstrated adequate fit. Convergent and discriminant validity were validated based on the estimated correlations. The three-factor structure of the Greek TABS version was confirmed. The mean total score was 155.95 (SD = 30.63), indicating that medical students had a moderately positive attitude towards transgender people. Participants showed significantly less biased (more tolerant, positive) attitudes towards transgender people on the Interpersonal Comfort (IC) and Human Value (HV) subscales than on the Sex/Gender Beliefs (SGB) subscale. A demographic comparison was conducted and demonstrated a correlation between scores and sociodemographics, except for place of origin. A statistically significant increase in the total mean score was estimated for women compared to men. Conclusion The overall psychometric findings provide some evidence to support the validity of the Greek version of the TABS. However, we call for further validation research in Greek medical schools. Since our claims for validity are based in part on an exploratory factor analysis, a future confirmatory factor analysis (CFA) is part of our call for further validation research. While the results of this study are mostly in line with the results of previous research, some nuances were identified. These results may inform educators, medical school curricula and education policy-makers.

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“…Regarding providers, a more positive finding was observed when surveying health professional students, with 67% reporting a high level of personal comfort in caring for a transgender patient [57]. However, all of these students reported only low or intermediate levels of knowledge and skills in terms of caring for these patients.…”

Section: Provider Attitudes and Educationmentioning

confidence: 97%

A Review of Patient Experiences and Provider Education to Improve Transgender Health Inequities in the USA

Tanenbaum,

Holden

2023

IJERPH

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Transgender individuals are an underserved, vulnerable population. They face many inequities including barriers in both accessing and receiving adequate healthcare. These inequities are proposed here to be rooted in a lack of education about transgender people and their experiences. We begin by exploring the existing transgender healthcare research carried out in the USA, examining client experiences, provider education and attitudes, and the barriers transgender people face to obtaining proper healthcare. Secondly, we look at the previous research on educational interventions implemented with medical students and practitioners in the USA to enhance knowledge about transgender people, and increase sensitivity and awareness, while also increasing the level of comfort in working with these clients. The limitations in these fields of study are discussed in order to understand how to better serve transgender clients in the USA. We will do this through a narrative review to determine evidence-based best practices for educational intervention, uncovering gaps in the literature and highlighting where to focus in future work for researchers and practitioners.

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Health Professions Students’ Knowledge, Skills, and Attitudes Toward Transgender Healthcare

Cited by 6 publications

References 26 publications

LGBTQ+ health education for medical students in the United States: a narrative literature review

LGBTQ+ health education for medical students in the United States: a narrative literature review

Transgender Attitudes and Beliefs Scale-Greek (TABS-Gr) version: translation and initial evaluation of psychometric properties among medical students

A Review of Patient Experiences and Provider Education to Improve Transgender Health Inequities in the USA

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