Washington State University College of Pharmacy and Pharmaceutical Sciences, 412 E Spokane Falls Blvd, Spokane, WA 99202, United States.
Curr Pharm Teach Learn. 2021 Dec;13(12):1611-1618. doi: 10.1016/j.cptl.2021.09.040. Epub 2021 Oct 7.
This study describes content on transgender care taught in a doctor of pharmacy (PharmD) course and evaluates students' confidence and knowledge of providing care for transgender people. It also examines what pharmacy students want to learn about providing care to transgender people.
Three hours of transgender patient care content was integrated into a pharmacy course that focused on therapeutics of special populations. Students completed an electronic survey before and after the class sessions to identify changes in their confidence in caring for transgender patients. The pre-class survey inquired about what the students were hoping to learn. The post-class survey asked students what was missing from this session that they would have liked to learn. Knowledge regarding transgender care was assessed through a multiple-choice examination.
Students reported interest in improving communication skills, learning terminology/vocabulary preferred by transgender people, and understanding population-specific challenges faced by transgender patients. Students reported they would have liked additional information about the transition, being transgender, and local resources available. Student confidence in asking about patient pronouns and counseling on effects of medications for gender transition were both significantly increased from the pre-class survey to post-class survey. Students demonstrated proficiency toward the learning objectives, with a 92.4% average on the examination questions on transgender care.
Student pharmacists are interested in learning skills to provide care to transgender patients. A learning session on transgender patient care integrated into a PharmD curriculum increased student knowledge and confidence in caring for transgender patients.
本研究描述了在药学博士（PharmD）课程中教授的跨性别护理内容，并评估了学生为跨性别者提供护理的信心和知识。它还探讨了药学学生希望学习哪些内容来为跨性别者提供护理。
将 3 个小时的跨性别患者护理内容整合到一门专注于特殊人群治疗学的药学课程中。学生在课程前后完成电子调查，以确定他们对照顾跨性别患者的信心的变化。课前调查询问学生他们希望学习什么。课后调查询问学生希望了解哪些在这次课程中没有学到的内容。通过多项选择考试评估学生对跨性别护理的知识。
学生们报告说，他们有兴趣提高沟通技巧、学习跨性别者喜欢的术语/词汇、并了解跨性别患者所面临的特定人群的挑战。学生们表示，他们希望获得更多关于过渡、跨性别以及当地可用资源的信息。学生对询问患者代词和咨询性别转换药物效果的信心从课前调查到课后调查都显著提高。学生在跨性别护理方面的学习目标表现出熟练程度，考试中关于跨性别护理的问题平均得分为 92.4%。
药学学生有兴趣学习为跨性别患者提供护理的技能。将跨性别患者护理的学习课程整合到 PharmD 课程中，提高了学生照顾跨性别患者的知识和信心。
