Online learning modules improve confidence in providing gender affirming care for youth.

Autor: Hodax JK; Division of Endocrinology, Department of Pediatrics, Seattle Children's Hospital, 4800 Sand Point Way NE, MS OC.7.920, Seattle, WA, 98105, USA. Juanita.hodax@seattlechildrens.org., Kahn NF; Division of Adolescent Medicine, Department of Pediatrics, Seattle Children's Hospital, Seattle, WA, USA., Crouch JM; Division of Adolescent Medicine, Department of Pediatrics, Seattle Children's Hospital, Seattle, WA, USA., Sethness JL; Division of Adolescent Medicine, Department of Pediatrics, Seattle Children's Hospital, Seattle, WA, USA., Bocek KM; Division of Adolescent Medicine, Department of Pediatrics, Seattle Children's Hospital, Seattle, WA, USA., Sumerwell C; Division of Adolescent Medicine, Department of Pediatrics, Seattle Children's Hospital, Seattle, WA, USA., Sequeira GM; Division of Adolescent Medicine, Department of Pediatrics, Seattle Children's Hospital, Seattle, WA, USA.
Jazyk: angličtina
Zdroj: BMC medical education [BMC Med Educ] 2024 Dec 19; Vol. 24 (1), pp. 1498. Date of Electronic Publication: 2024 Dec 19.
DOI: 10.1186/s12909-024-06517-5
Abstrakt: Purpose: Healthcare providers often lack training and education in caring for gender diverse youth. We aimed to explore changes in provider confidence and behaviors following the implementation of an online learning course focused on gender affirming care for youth.
Methods: An asynchronous, online training consisting of 2 modules was made available in October 2021. Participants were asked to complete 3 surveys for each module they completed: a pre-survey, a post-survey, and a 3-month follow-up survey. Surveys included demographic data and an assessment of provider confidence and self-reported behaviors related to the provision of gender affirming care for adolescents that were in line with the objectives outlined in each module. Paired sample t-tests were used to compare participant confidence at all timepoints.
Results: Participants (n = 487) completed at least one survey from one module. There was notable diversity in provider types, including mental health providers (n = 86, 17.7%), community health workers (n = 71, 14.6%), and medical students or health professionals (n = 61, 12.5%). Participants were significantly more confident in all aspects of care provision when comparing pre-surveys and post-surveys (p < 0.001 for all survey items focused on change in provider confidence ). At 3-month follow-up after module completion, improvements in confidence were sustained in providing information and resources to adolescents and their families, and having conversations with them about gender identity along with the importance of using affirming language. However, these modules did not result in self-reported behavior change regarding provision of gender affirming hormones or puberty blockers.
Conclusions: Online learning modules may be an effective means of educating a large number of healthcare providers about caring for gender diverse youth in a variety of settings and across disciplines.
Competing Interests: Declarations. Ethics approval and consent to participate: This research study was approved by the Seattle Children’s Institutional Review Board (STUDY00003290). Informed consent was obtained from all subjects prior to participation in the study. Consent for publication: Not applicable. Competing interests: The authors declare no competing interests.
(© 2024. The Author(s).)
Databáze: MEDLINE
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