Department of Internal Medicine, The University of Texas at Austin Dell Medical School, Austin, Texas, USA.
Department of Population Health, The University of Texas at Austin Dell Medical School, Austin, Texas, USA.
Health Soc Care Community. 2022 Nov;30(6):e6543-e6552. doi: 10.1111/hsc.14102. Epub 2022 Nov 11.
The Association of American Medical Colleges (AAMC) encourages but does not require medical schools to train students on LGBTQ+ (lesbian, gay, bisexual, transgender, queer, etc.…) care and education on transgender, gender-diverse and/or intersex care is particularly lacking. This study evaluated the efficacy of a patient-centred educational intervention co-developed and facilitated with transgender and gender-diverse (TGD) patient collaborators on students' knowledge of TGD healthcare needs, perceived value of TGD healthcare training and TGD healthcare competency. The authors recruited second-year medical students from the Primary Care, Family and Community Medicine Clerkship at the University of Texas at Austin Dell Medical School (UT Dell Med) in Spring 2021. Students (n = 36) completed an online survey with closed- and open-ended questions that included AAMC TGD healthcare competencies, perceived value of TGD healthcare training, and knowledge of TGD healthcare needs before and after an educational intervention utilising clinical cases developed and delivered in collaboration with six TGD patient collaborators. The TGD patient collaborators completed a post-intervention survey evaluating the patient-centredness of the educational intervention's design and implementation and their perception of the student's competence during the intervention. There was a statistically significant increase in each AAMC TGD healthcare competency post-intervention, except for discussing sexual health practices. No changes in perceived value or knowledge were noted. Students reported that authentic engagement with TGD patient collaborators during the educational intervention had the most impact (n = 10, 58.4%). All responding TGD patient collaborators (n = 5, 100%) strongly agreed that their input was valued and at least somewhat agreed that they felt supported by the organiser of the educational intervention. Three respondents (75%) somewhat agreed that the development of the educational intervention was a collaborative process, with one (25%) somewhat disagreeing. Educational interventions that are co-developed with TGD patient collaborators may improve medical student understanding of gender diversity. Additional efforts are needed to further the patient-centredness of educational interventions.
美国医学院协会（AAMC）鼓励但不要求医学院对 LGBTQ+（女同性恋、男同性恋、双性恋、跨性别、酷儿等）护理进行培训，而跨性别、性别多样化和/或雌雄同体护理方面的培训尤其缺乏。本研究评估了一种以患者为中心的教育干预措施的效果，该干预措施是与跨性别和性别多样化（TGD）患者合作者共同开发和实施的，针对学生对 TGD 医疗保健需求的知识、对 TGD 医疗保健培训的价值感知以及 TGD 医疗保健能力。作者从德克萨斯大学奥斯汀戴尔医学院（UT 戴尔医学）初级保健、家庭和社区医学实习课程中招募了 2021 年春季的二年级医学生。学生（n=36）在接受教育干预之前和之后，完成了一项在线调查，该调查包含了 AAMC TGD 医疗保健能力、对 TGD 医疗保健培训的价值感知以及 TGD 医疗保健需求的知识，该调查使用了与六位 TGD 患者合作者共同开发和提供的临床病例。六位 TGD 患者合作者完成了一项干预后调查，评估了教育干预的设计和实施的以患者为中心程度，以及他们对学生在干预过程中的能力的看法。除了讨论性健康实践外，每个 AAMC TGD 医疗保健能力在干预后都有统计学上的显著提高。感知价值或知识没有变化。学生们报告说，在教育干预过程中与 TGD 患者合作者进行真实互动的影响最大（n=10，占 58.4%）。所有回应的 TGD 患者合作者（n=5，占 100%）强烈同意他们的意见受到重视，至少有一些人同意他们得到了教育干预组织者的支持。三位受访者（75%）有些同意教育干预的开发是一个协作过程，一位（25%）有些不同意。与 TGD 患者合作者共同开发的教育干预措施可能会提高医学生对性别多样性的理解。需要进一步努力以提高教育干预的以患者为中心程度。
