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Show Gender-affirming Care Training for Health Providers Mason Taylor, BSN Student For healthcare providers at the University of Utah Hospital, how could training in gender-affirming care compared to the current lack of education specific to the transgender population affect transgender patients' satisfaction with their care over a period of one year? Background Intervention and Implementation Adding transgender-inclusive content in the Boston University School of Medicine curriculum decreased student reports of feeling uncomfortable administering care to transgender patients by 67% (Safer & Pearce, 2013). 84.9% of surveyed medical students did not receive specific LGBTQ+ healthcare education (Parameshwaran et al., 2016). 1 in 3 of surveyed patients in Utah had at least one negative healthcare experience related to being transgender (National Education deficits can decrease the quality of care for the transgender population, leading to health barriers including medical mistrust and decreased adherence to preventative health measures. • Improvement in patient satisfaction rates among the transgender population by at least 15% • If satisfaction rates fall below a 7.5% increase within 6 months of the intervention, the training process will be evaluated for revision. References • To reach as many disciplines of healthcare professionals as possible, this proposal calls for facility-wide employee training. • Transgender-inclusive education should include LGBTQ+ sensitivity and cultural competence training • The University of Utah Hospital should additionally connect providers to educational resources regarding the medical, psychological, and legal issues pertinent to the transgender community • Including implicit bias training could be advantageous in addressing transphobia from healthcare providers (McPhail et al., 2016). • Care providers may collect data from transgender patients via a Likert scale survey prior to discharge (Kattari et al., 2020). • Effectiveness of intervention can be measured by evaluating changes in transgender patients' satisfaction rates over a period of one year following implementation of training Center for Transgender Equality, 2017). • Expected Outcomes Deutsch, M. B. (2016, June 17). Guidelines for the primary and gender-affirming care of transgender and gender nonbinary people. UCSF Transgender Care. https://transcare.ucsf.edu/guidelines Human Rights Campaign Foundation. (2019). Healthcare Equality Index 2019. https://www.hrc.org/hei Kattari, S. K., Curley, K. M., Bakko, M., & Misiolek, B. A. (2020). Development and validation of the trans-inclusive provider scale. American Journal of Preventive Medicine. https://doi.org/10.1016/j.amepre.2019.12.005 McPhail, D., Rountree-James, M., & Whetter, I. (2016). Addressing gaps in physician knowledge regarding transgender health and healthcare through medical education. Canadian Medical Education Journal, 7(2), e70-e78. https://doi.org/10.36834/cmej.36785 National Center for Transgender Equality. (2017). 2015 U.S. Transgender Survey: Utah State Report. http://www.ustranssurvey.org/reports National LGBT Health Education Center. (2016). Providing Inclusive Services and Care for LGBT People. https://www.lgbthealtheducation.org/publication/providing-affirmativecare-patients-non-binary-gender-identities/ Parameshwaran, V., Cockbain, B. C., Hillyard, M., & Price, J. R. (2016). Is the lack of specific lesbian, gay, bisexual, transgender and queer/questioning (LGBTQ) health care education in medical school a cause for concern? Evidence from a survey of knowledge and practice among UK medical students. Journal of Homosexuality, 64(3), 367-381. https://doi-org.ezproxy.lib.utah.edu/10.1080/00918369.2016.1190218 Safer, J. D., & Pearce, E. N. (2013). A simple curriculum content change increased medical student comfort with transgender medicine. Endocrine Practice, 19(4), 633-637. https://doi.org/10.4158/EP13014.OR Stroumsa, D., Shires, D. A., Richardson, C. R., Jaffee, K. D., & Woodford, M. R. (2019). Transphobia rather than education predicts provider knowledge of transgender health care. Medical Education, 53(4), 398-407. https://doi-org.ezproxy.lib.utah.edu/10.1111/medu.13796 Sukhera, J., Milne, A., Teunissen, P. W., Lingard, L., & Watling, C. (2018) Adaptive reinventing: implicit bias and the co-construction of social change. Advances in Health Sciences Education, 23, 587-599. https://doi.org/10.1007/s10459-018-9816-3 COLLEGE OF NURSING |
