Collaborating with transgender youth to educate healthcare trainees and professionals: randomized controlled trial of a didactic enhanced by brief videos.

Autor: Martin A; Yale Child Study Center, Yale School of Medicine, 230 South Frontage Road, New Haven, CT, 06520-7900, USA. andres.martin@yale.edu.; Simulated Participated Program, Teaching and Learning Center, Yale School of Medicine, New Haven, CT, USA. andres.martin@yale.edu., Celentano J; Simulated Participated Program, Teaching and Learning Center, Yale School of Medicine, New Haven, CT, USA.; Department of Social Work and Marriage and Family Therapy, Southern Connecticut State University, New Haven, CT, USA.; Gender Clinic, Departments of Pediatrics and Psychiatry, Yale School of Medicine, New Haven, CT, USA., Olezeski C; Yale Child Study Center, Yale School of Medicine, 230 South Frontage Road, New Haven, CT, 06520-7900, USA.; Gender Clinic, Departments of Pediatrics and Psychiatry, Yale School of Medicine, New Haven, CT, USA., Halloran J; Yale Child Study Center, Yale School of Medicine, 230 South Frontage Road, New Haven, CT, 06520-7900, USA.; Gender Clinic, Departments of Pediatrics and Psychiatry, Yale School of Medicine, New Haven, CT, USA., Penque B; Yale Child Study Center, Yale School of Medicine, 230 South Frontage Road, New Haven, CT, 06520-7900, USA.; Gender Clinic, Departments of Pediatrics and Psychiatry, Yale School of Medicine, New Haven, CT, USA., Aguilar J; Department of Social Work and Marriage and Family Therapy, Southern Connecticut State University, New Haven, CT, USA., Amsalem D; Department of Psychiatry, Columbia University Vagelos College of Physicians and Surgeons, New York, NY, USA.
Jazyk: angličtina
Zdroj: BMC public health [BMC Public Health] 2022 Dec 26; Vol. 22 (1), pp. 2427. Date of Electronic Publication: 2022 Dec 26.
DOI: 10.1186/s12889-022-14791-5
Abstrakt: Background: In collaboration with members of the transgender and gender diverse (TGD) community, we created a didactic resource about the unique needs of TGD youth.
Methods: We developed teaching materials enhanced by video clips of two TGD adolescents openly sharing aspects of their lived experience. We compared the video and no video conditions in a randomized controlled trial (RCT) in which participants were assigned to one of four parallel conditions: 1) a transgender [TgV] or 2) a cisgender [CgV] woman presenting with videos embedded into the presentation, 3) the same cisgender woman presenting without the videos [CgN], or 4) a no intervention control [NiC]. Our primary outcome was change in the total score of the Transgender Knowledge, Attitudes, and Beliefs Scale (T-KAB).
Results: We recruited and proportionally randomized 467 individuals, 200 of whom completed ratings before and after the intervention: TgV (n = 46), CgV (N = 46), CgN (n = 44), and NiC (n = 64). Mean scores on all measures of TGD acceptance increased in the video group, compared to the no video group. Improvements persisted after 30 days (p < 0.01), except on perceptions about TGD family members. The three active intervention groups did not differ in efficacy.
Conclusions: These findings provide empirical evidence that a well-informed presenter, regardless of their gender, can achieve similar improvements in perceptions and knowledge about TGD youth when using a resource that can be disseminated free of cost.
(© 2022. The Author(s).)
Databáze: MEDLINE
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