Bethany G. Hart, MPAS, PA-C, is a recent graduate of the UT Southwestern Physician Assistant Studies Program in Dallas, Texas.
Tiffany B. Kindratt, PhD, MPH, is an assistant professor in the Department of Kinesiology at the University of Texas at Arlington in Arlington, Texas.
J Physician Assist Educ. 2021 Mar 1;32(1):48-53. doi: 10.1097/JPA.0000000000000339.
Our goal was to (1) evaluate physician assistant (PA) students' knowledge, skills, and attitudes toward transgender patients, (2) develop and deliver a lecture on transgender health care, and (3) determine changes in knowledge, skills, and attitudes postlecture.
A 32-item survey was developed and emailed to PA students. Students were then invited to a 2-hour lecture on transgender-specific psychosocial topics and clinical skills plus medical treatment for gender dysphoria. Lecture attendees retook the survey after 2 weeks.
Initial mean self-assessment scores regarding clinical knowledge and skills were below 3 on a 7-point Likert scale. All measures improved following the lecture (p < .001 for all). Overall, 86.7% of students were interested in the addition of transgender health into their didactic curriculum.
Our results illustrate insufficient student competence in transgender medicine. Our proposed transgender curriculum may be a useful guide for educators wanting to integrate this topic into their instruction.
我们的目标是：（1）评估医师助理（PA）学生对跨性别患者的知识、技能和态度，（2）开发并讲授有关跨性别保健的讲座，以及（3）确定讲座后的知识、技能和态度的变化。
开发了一份 32 项的调查问卷，并通过电子邮件发送给 PA 学生。然后邀请学生参加 2 小时的跨性别特定心理社会主题和临床技能以及性别焦虑症的医疗处理讲座。讲座结束后两周，与会者再次接受调查。
关于临床知识和技能的初始自我评估得分均低于 7 点李克特量表的 3 分。所有指标在讲座后均有所提高（p<0.001）。总体而言，86.7%的学生对将跨性别健康纳入其理论课程感兴趣。
我们的结果表明学生在跨性别医学方面的能力不足。我们提出的跨性别课程可能是教育工作者希望将这一主题纳入教学的有用指南。
