Ostroff Jared L, Ostroff Marissa L, Billings Stephanie, Nemec Eric C
Department of Pharmacy Practice, Western New England University College of Pharmacy, 1215 Wilbraham Road, Springfield, MA 01119, United States.
Western New England University College of Pharmacy, Springfield, MA, United States.
Curr Pharm Teach Learn. 2018 Apr;10(4):463-468. doi: 10.1016/j.cptl.2017.12.016. Epub 2018 Jan 17.
To examine the impact of a lecture on transgender health given during a special populations therapeutics course on third-year (P3) pharmacy students' knowledge and confidence of transgender care.
A two-hour lecture that included both cultural sensitivity and pharmacotherapy aspects of care for transgender individuals was added to a required two-credit therapeutics series offered at the end of the P3 year of a doctor of pharmacy curriculum. Following the lecture, students completed a 17-item knowledge-based survey and ranked their confidence with each answer on a 5-point scale. Students in the fourth-year (P4) class, who had not been given the lecture, also completed the survey.
Students who attended the lecture had a significantly higher mean knowledge score and mean confidence score than students who did not attend. The P3 class had a mean knowledge score of 72.5% while the mean knowledge score for the P4 class was 63.4% (P < 0.01). The P3's mean confidence score was 76.8% and the P4's mean confidence score was 60.6% (P < 0.01).
To the authors' knowledge, this is the first report on incorporating the topic of transgender care to a required disease and therapeutics series in a college of pharmacy curriculum.
Students who attended a lecture on care of transgender individuals performed significantly better on a knowledge-based assessment and reported having greater confidence in their answers than students who did not attend the lecture.
考察在特殊人群治疗学课程中开展的一场关于跨性别健康的讲座，对三年级药学专业学生（P3）跨性别护理知识及信心的影响。
在药学博士课程P3学年末开设的一门两学分的必修治疗学系列课程中，增加了一场为时两小时的讲座，内容涵盖跨性别者护理的文化敏感性及药物治疗方面。讲座结束后，学生们完成了一项包含17个项目的知识调查，并以5分制对每个答案的信心程度进行评分。未参加该讲座的四年级学生（P4）也完成了此项调查。
参加讲座的学生在知识得分均值和信心得分均值方面，均显著高于未参加讲座的学生。P3班级的知识得分均值为72.5%，而P4班级的知识得分均值为63.4%（P<0.01）。P3班级的信心得分均值为76.8%，P4班级的信心得分均值为60.6%（P<0.01）。
据作者所知，这是关于在药学院课程中将跨性别护理主题纳入必修疾病与治疗学系列课程的首份报告。
参加跨性别者护理讲座的学生，在基于知识的评估中表现显著更佳，且报告称他们对自己答案的信心高于未参加讲座的学生。
