Department of Radiology, University of Cincinnati College of Medicine, Cincinnati, Ohio.
Department of Radiology, University of Cincinnati College of Medicine, Cincinnati, Ohio.
Acad Radiol. 2024 Jan;31(1):294-303. doi: 10.1016/j.acra.2023.02.011. Epub 2023 Mar 11.
Transgender persons often experience healthcare disparities due to lack of provider knowledge. With increasing gender diversity awareness and prevalence of gender-affirming care, radiologists-in-training need to be aware of the unique health considerations for this patient population. Radiology residents have limited exposure to dedicated teaching on transgender medical care and imaging during training. Development and implementation of a radiology-based transgender curriculum can help close this gap in radiology residency education. The aim of this study was to explore radiology resident attitudes and experiences with a novel radiology-based transgender curriculum, guided by the conceptual framework of reflective practice.
A qualitative approach was employed using semi-structured interviews to explore resident perspectives of a curriculum covering transgender patient care and imaging over 4 monthly sessions. Ten residents at the University of Cincinnati radiology residency participated in interviews consisting of open-ended questions. Interviews were audiotaped, transcribed, and thematic analysis was conducted across all responses.
Four themes emerged through the existing framework: 1) impactful/memorable aspects; things learned; increased awareness; and suggestions/feedback. Prominent subthemes included patient panel and stories, physician experts sharing knowledge and experiences, link to radiology and imaging, novel concept, gender-affirming surgeries and anatomy, appropriate radiology reporting, and patient interactions.
Radiology residents found the curriculum to be an effective novel educational experience that was previously unaddressed during their training. This imaging-based curriculum can be further adapted and implemented in a variety of radiology curricular settings.
由于缺乏提供者的知识，跨性别者经常经历医疗保健方面的差距。随着性别多样性意识的提高和性别肯定护理的普及，放射科医师培训人员需要了解该患者群体的独特健康考虑因素。放射科住院医师在培训期间接受的关于跨性别医疗保健和影像学的专门教学机会有限。制定和实施基于放射学的跨性别课程可以帮助缩小放射科住院医师教育中的这一差距。本研究的目的是探讨放射科住院医师对一种新的基于放射学的跨性别课程的态度和经验，该课程以反思实践的概念框架为指导。
采用定性方法，通过半结构式访谈，探讨了在 4 个月的课程中涵盖跨性别患者护理和影像学的课程中住院医师的观点。辛辛那提大学放射科住院医师中有 10 名参加了访谈，访谈内容包括开放式问题。对访谈进行了录音、转录，并对所有回答进行了主题分析。
通过现有框架得出了四个主题：1）有影响力/令人难忘的方面；学到的东西；提高了认识；以及建议/反馈。突出的子主题包括患者小组和故事、医生专家分享知识和经验、与放射科和影像学的联系、新概念、性别肯定手术和解剖学、适当的放射学报告以及患者互动。
放射科住院医师发现该课程是一种有效的新颖教育体验，在培训期间并未涉及。这个基于影像学的课程可以在各种放射科课程设置中进一步改编和实施。
