Transgender Health Care Curriculum Development: A Dual-Site Medical School Campus Pilot.

Autor:	Najor AJ; Mayo Clinic Alix School of Medicine, Rochester, Minnesota., Kling JM; Division of Women's Health Internal Medicine, Mayo Clinic, Scottsdale, Arizona., Imhof RL; Mayo Clinic Alix School of Medicine, Rochester, Minnesota., Sussman JD; Mayo Clinic Alix School of Medicine, Rochester, Minnesota., Nippoldt TB; Mayo Clinic Alix School of Medicine, Rochester, Minnesota.; Division of Endocrinology, Diabetes, Nutrition, Mayo Clinic, Rochester, Minnesota., Davidge-Pitts CJ; Mayo Clinic Alix School of Medicine, Rochester, Minnesota.; Division of Endocrinology, Diabetes, Nutrition, Mayo Clinic, Rochester, Minnesota.
Jazyk:	angličtina
Zdroj:	Health equity [Health Equity] 2020 Apr 02; Vol. 4 (1), pp. 102-113. Date of Electronic Publication: 2020 Apr 02 (Print Publication: 2020).
DOI:	10.1089/heq.2019.0106
Abstrakt:	Purpose: Lack of physician training contributes to health care disparities for transgender people. The limited generalizability and feasibility of published training approaches lessen their utility in lowering barriers for other institutions to adopt similar training. Methods: All first-year medical students at the Mayo Clinic Alix School of Medicine (MCASOM) in Minnesota and Arizona received a 1-h lecture introducing key concepts related to transgender people and their health disparities. Students completed a 21-question survey before and after the lecture, and 1 year later. Chi-square likelihood coefficients were used to compare responses between the three time points. Results: Eighty-six of 100 students answered the prelecture survey (86% response rate); 70 the postlecture survey; and 44 the 1-year follow-up survey. Twenty-five (29%) students had prior education in any lesbian, gay, bisexual, and transgender (LGBT+) health disparities, but this did not correlate with more favorable attitudes or knowledge. LGBT+ students and those with close LGBT+ friends had the most favorable attitudes and knowledge. The proportion of students comfortable with caring for transgender people changed significantly (76% self-reported very comfortable prelecture vs. 91% postlecture, p =0.0073) and remained at 89% 1 year later. The proportion of students comfortable with a transgender patient scenario significantly increased (67% self-reported very comfortable prelecture vs. 87% postlecture, p =0.032) even when surveyed 1 year later (95% very comfortable, p <0.0001). Conclusion: This study demonstrates that a 1-h lecture can increase the proportion of medical students who demonstrate positive attitudes and correct knowledge on transgender patient care for at least a year, and how a survey can gather essential information on student learning needs to guide training development. Competing Interests: No competing financial interests exist. (© Anna J. Najor et al. 2020; Published by Mary Ann Liebert, Inc.)
Databáze:	MEDLINE
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