Resident, Department of Emergency Medicine, Rutgers New Jersey Medical School.
Resident, Department of General Surgery, University of Maryland School of Medicine.
MedEdPORTAL. 2020 Jul 21;16:10915. doi: 10.15766/mep_2374-8265.10915.
While great strides have been made in favor of the LGBT community overall, transgender individuals are still facing many legal challenges and suffer from more marked health issues and disparities compared to other members of the LGBT community. Our multimodal transgender curriculum was designed in accordance with the Kern model to address educational gaps in the area of transgender health.
This three-part module consists of: (1) a didactic PowerPoint presentation reviewing unique health issues and disparities experienced by transgender patients, (2) a small-group session viewing and analyzing a pair of videos showcasing competent and poor communication between a provider and a transgender patient, and (3) a large-group patient panel featuring members of the transgender community.
One hundred and sixty-one students returned pre- and postworkshop surveys with 123 matched pairs. When comparing participants reported pre- and postworkshop confidence levels, the mean rating increased significantly for all three learning objectives. Based on a 5-point Likert scale (1 = , 5 = ), participants' mean ratings were highest for the patient panel at 4.5, compared to 3.9 for the large-group didactic lecture, and 3.8 for the small-group video session.
The use of this multimodal approach using a didactic session, video-based case discussion, and patient panel provided a strong foundation and primer for transgender health and resulted in an increase in learner confidence in module objectives regarding care for the transgender community.
尽管 LGBT 群体总体上取得了巨大进展，但跨性别者仍然面临许多法律挑战，与 LGBT 群体的其他成员相比，他们面临更多明显的健康问题和差异。我们的多模态跨性别课程是根据 Kern 模型设计的，旨在解决跨性别健康领域的教育差距。
这个三部分模块包括：（1）一个教授幻灯片，回顾跨性别患者经历的独特健康问题和差异，（2）一个小组会议，观看和分析一对展示提供者与跨性别患者之间沟通能力强和差的视频，以及（3）一个由跨性别社区成员组成的大型患者小组。
161 名学生返回了课前和课后调查，其中 123 对匹配。将参与者报告的课前和课后自信心水平进行比较时，所有三个学习目标的平均评分都显著提高。基于 5 分李克特量表（1 = 非常不同意，5 = 非常同意），参与者对患者小组的平均评分最高，为 4.5，相比之下，大型小组教学讲座的平均评分为 3.9，小型小组视频会议的平均评分为 3.8。
使用这种多模式方法，包括教学课程、基于视频的案例讨论和患者小组，为跨性别健康提供了坚实的基础和入门知识，并且提高了学习者对模块目标的信心，这些目标涉及跨性别群体的护理。
