Student pharmacists' perceptions of transgender health management

Leach, Caitlin; Seung, Hyunuk; Layson-Wolf, Cherokee

doi:10.1016/j.cptl.2019.09.015

Cited by 16 publications

(16 citation statements)

References 15 publications

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“…14 A survey of University of Maryland pharmacy students also endorsed the need for enhanced education on transgender health and supported its inclusion in pharmacy school curricula. 15 Therefore, while ACCP and ACPE do not specifically consider LGBTQIA+ content as a priority in their published materials, perhaps it is time to consider reprioritizing this content to match the needs of practicing pharmacists and interest from student pharmacists. The question that remains is how to integrate LGBTQIA+ health topics throughout pharmacy curricula.…”

Section: 5mentioning

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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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: 5mentioning

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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“…Currently, there are several publications describing ways in which various pharmacy schools have incorporated transgender pharmacy care into the curriculum which serve as useful resources. [31][32][33][34] Additional obstacles to further development or implementation of TNB content in pharmacy curricula are an absence of interest in topical inclusion (15%) and lack of support from the faculty (8%). 6 It is noteworthy to acknowledge that faculty are not required to fully understand or morally agree with a patient's choices in order to be supportive and provide evidence-based medicine and life-saving affirming care.…”

Section: A J P Ementioning

confidence: 99%

Strategies to Bring Transgender and Non-binary Health Care into Pharmacy Education

Newsome

Gilmer

2021

American Journal of Pharmaceutical Education

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In recent years, reports have shown an increase in the number of transgender and non-binary (TNB) people in the United States. Currently, many pharmacy schools do not offer any instruction specific to TNB people and practicing pharmacists have reported a lack of confidence in managing TNB patients. Regardless of the practice setting, there is an increased likelihood that pharmacy graduates will serve TNB patients. Pharmacy schools and colleges that include TNB-specific education will equip graduates with necessary knowledge and skills to support this vulnerable population. The purpose of this commentary is to suggest methods for incorporation of TNB-related material into pharmacy curricula and to provide resources for developing content.

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“…9 Furthermore, a similar proportion of student pharmacists have disclosed a lack of confidence in caring for the transgender population. 10 Providing exposure to and education about the LGBT patient population have been demonstrated to be effective methods to increase comfort and competence in caring for transgender patients among student pharmacists. [10][11][12][13][14] However, incorporation of LGBT topics is variable among United States pharmacy programs.…”

Section: Introductionmentioning

confidence: 99%

LGBT cultural competency, patient exposure, and curricular education among student pharmacists

Nowaskie¹,

Patel²

2021

Journal of the American Pharmacists Association

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Background: Pharmacists are positioned in unique and important roles in health care in their ability to care for the lesbian, gay, bisexual, and transgender (LGBT) population. For example, pharmacists are a highly prevalent, accessible provider type, and informal surveys have shown that LGBT patients may be more comfortable asking their pharmacists sensitive medication questions rather than their primary provider. Objectives: To demonstrate gaps in LGBT cultural competency among student pharmacists and propose specific recommendations on the number of LGBT patient exposures and educational hours that can significantly improve LGBT cultural competency. Methods: Student pharmacists (N ¼ 275) at 3 universities in the United States completed a survey comprising demographics, experiential variables (i.e., number of LGBT patients and LGBT hours), and the 7-point Likert LGBT-Development of Clinical Skills Scale (LGBT-DOCSS).LGBT-DOCSS scores were stratified by 1-point increments, and experiential variable means were computed per each stratification to characterize the mean LGBT patients and hours of student pharmacists with higher scores and those with lower scores. Results: Student pharmacists reported low numbers of annual LGBT patients (Mean ¼ 3.82, SD ¼ 9.54), annual LGBT curricular hours (Mean ¼ 0.55, SD ¼ 0.95), and annual LGBT extracurricular hours (Mean ¼ 2.50, SD ¼ 15.42). They reported very high attitudinal awareness (Mean ¼ 6.19, SD ¼ 1.02), moderate knowledge (Mean ¼ 5.00, SD ¼ 1.25), and low clinical preparedness (Mean ¼ 3.26, SD ¼ 1.33). Student pharmacists who cared for 25 or more LGBT patients and received 10 or more LGBT total hours reported significantly higher preparedness, knowledge, and overall cultural competency. Conclusion: Student pharmacists have shortcomings in LGBT cultural competency and limitedLGBT patient exposure and education. To improve LGBT cultural competency, pharmacy schools and accrediting bodies should consider ensuring that student pharmacists receive at least a total of 25 LGBT patient contacts and 10 LGBT formal education hours across their pharmacy education.

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Student pharmacists' perceptions of transgender health management

Cited by 16 publications

References 15 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

Strategies to Bring Transgender and Non-binary Health Care into Pharmacy Education

LGBT cultural competency, patient exposure, and curricular education among student pharmacists

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