Department of Obstetrics and Gynecology, New York University Langone Health, NY, New York, USA.
Department of Obstetrics and Gynecology, Division of Urogynecology and Pelvic Reconstructive Surgery, University of Pennsylvania, Philadelphia, PA, USA.
J Assist Reprod Genet. 2022 Dec;39(12):2755-2766. doi: 10.1007/s10815-022-02655-1. Epub 2022 Nov 10.
To design a replicable simulation curriculum collaboratively with the transgender and gender diverse community to improve clinician knowledge and comfort with providing reproductive care to this population.
This is a prospective, single arm pre-post analysis of obstetrics and gynecology residents at a single academic institution after completion of a novel simulation curriculum. The primary outcome was the change in resident comfort and knowledge in providing transgender and gender diverse patient care. A thematic analysis of learner and standardized patient free text responses was analyzed for insights on perceived learner experiences.
This curriculum was created with iterative feedback from the transgender community and involved only transgender and gender diverse-identified standardized patients. Thirty residents participated, with 22 responding to both the pre-and post-curriculum surveys, and 11 responding to a 6-month post-curriculum survey. There were significant improvements in learner comfort and knowledge after participation that were found to persist at 6 months. Qualitative analysis demonstrated that this was a positive and powerful learning experience for both residents and standardized patients.
This simulation curriculum may be an effective and impactful tool to increase trainee comfort and knowledge of transgender and gender diverse patient care, which is important given the lack of physician training in the care for these individuals. By building the foundation with resident learners, the ultimate goal is to enhance the pool of clinicians confident and capable of caring for transgender and gender diverse patients, to increase access to care, and to improve health outcomes in this vulnerable population.
与跨性别和性别多样化群体合作设计可复制的模拟课程，以提高临床医生为该人群提供生殖护理的知识和舒适度。
这是对单一学术机构的妇产科住院医师在完成一项新的模拟课程后的前瞻性、单臂前后分析。主要结果是居民在提供跨性别和性别多样化患者护理方面的舒适度和知识的变化。对学习者和标准化患者的自由文本回复进行主题分析，以了解对学习者体验的看法。
该课程是在跨性别社区的迭代反馈下创建的，只涉及跨性别和性别多样化认同的标准化患者。有 30 名居民参加了课程，其中 22 名居民在课程前后都回复了调查，11 名居民在课程结束 6 个月后回复了调查。参与后，学习者的舒适度和知识有了显著提高，并且这种提高在 6 个月后仍然存在。定性分析表明，这对居民和标准化患者来说都是一次积极而有力的学习体验。
这种模拟课程可能是提高受训者对跨性别和性别多样化患者护理的舒适度和知识的有效且有影响力的工具，鉴于这些人缺乏医生培训，这一点尤为重要。通过与住院医师学员建立基础，最终目标是增加有信心且能够照顾跨性别和性别多样化患者的临床医生人数，增加获得护理的机会，并改善这一弱势群体的健康结果。
