Fourth-Year Medical Student, Rutgers Robert Wood Johnson Medical School.
Second-Year Medical Student, Rutgers Robert Wood Johnson Medical School.
MedEdPORTAL. 2022 May 24;18:11257. doi: 10.15766/mep_2374-8265.11257. eCollection 2022.
Transgender (trans) individuals have unique medical needs and difficulty accessing quality health care, exacerbated by inadequate provider knowledge. Incorporation of trans health care into medical school curricula has increased recently to address this gap. Jigsaw activities emphasize positive interdependence through structured cooperative learning, resulting in increased interest and self-confidence. We implemented a voluntary 2-hour modified jigsaw exercise on trans health care with changes designed to optimize the structure for medical students.
The session was implemented both in person and virtually over 2 years with preclerkship medical students at the end of their endocrine/reproduction physiology course. The session featured a knowledge test with answer discussion followed by a clinical correlation-either a case discussion or video discussion. A pre- and posttest design compared students' knowledge, attitudes, and beliefs.
Eighty-nine students participated. Their initial attitudes and beliefs regarding trans health care were highly positive and remained elevated. Participants showed increases in knowledge and self-confidence discussing gender identity and clinical care postsession. All expressed interest in further training and felt the session enhanced their understanding of trans health and reproductive physiology. On 1-year follow-up, students showed decreased knowledge and self-confidence in discussing trans health; however, scores remained higher than presession. Student surveys suggested formal integration of more trans health education into the curriculum.
Medical students increased their knowledge and self-confidence regarding trans medicine and felt the modified jigsaw exercise was an effective teaching method. The results suggest that ongoing education is an important tool in optimizing trans health care.
跨性别者（跨性别者）有独特的医疗需求，难以获得高质量的医疗保健，这加剧了提供者知识不足的问题。最近，将跨性别者的医疗保健纳入医学院课程的做法有所增加，以解决这一差距。拼图活动通过结构化的合作学习强调积极的相互依存关系，从而提高兴趣和自信心。我们实施了一项关于跨性别者医疗保健的自愿性 2 小时修改后的拼图练习，其中的改动旨在优化医学生的结构。
该课程在 2 年内通过内分泌/生殖生理学课程结束时的预科医学生以面对面和虚拟的方式实施。该课程包括知识测试和答案讨论，然后是临床相关性——案例讨论或视频讨论。采用前后测试设计比较了学生的知识、态度和信念。
89 名学生参加了该课程。他们对跨性别者医疗保健的初始态度和信念非常积极，并且仍然保持着较高的水平。参与者在讨论性别认同和临床护理方面的知识和自信心方面有所提高。所有人都表示有兴趣进一步接受培训，并认为该课程增强了他们对跨性别者健康和生殖生理学的理解。在 1 年的随访中，学生在讨论跨性别者健康问题时的知识和自信心有所下降；但是，分数仍高于课程开始前。学生的调查表明，将更多的跨性别者健康教育正式纳入课程。
医学生增加了他们在跨性别者医学方面的知识和自信心，并认为修改后的拼图练习是一种有效的教学方法。结果表明，持续教育是优化跨性别者医疗保健的重要工具。
