Department of Child and Adolescent Psychiatry, Psychosomatic Medicine and Psychotherapy, Jena University Hospital, Friedrich Schiller University Jena, Jena, Germany.
German Center for Mental Health (DZPG), Site Jena-Magdeburg-Halle, Jena, Germany.
Eur Child Adolesc Psychiatry. 2024 May;33(5):1327-1354. doi: 10.1007/s00787-023-02195-8. Epub 2023 Apr 28.
Many transgender individuals face inequities, discrimination, and sometimes even a lack of transgender-specific knowledge in health care settings. Educational curricula can address such disparities and help future health professionals to become more knowledgeable, confident, and well-prepared for addressing the needs of transgender individuals. This systematic review aims to summarize current training interventions about care of transgender individuals for health and allied health students, and to analyse the effects of the respective intervention. A total of six databases (Pubmed, MEDLINE, Scopus, Web of Science, Embase and SciSearch) were screened for original articles published between 2017 and June 2021. Search terms and eligibility criteria were pre-specified, and after a structured selection process 21 studies were included into further analysis. Extracted data contained information on general study properties, population, design, program format and outcomes of interest. A narrative synthesis was used to summarize detected results. Study quality was assessed for each individual study. A self-developed 18-item checklist combining criteria of two prior published tools was used to assess overall quality of quantitative studies. For qualitative studies a 10-item checklist by Kmet et al. [HTA Initiat, 2004] was applied. Eligible studies were designed for multiple health or allied health profession students, and varied widely regarding program format, duration, content, and assessed outcomes. Almost all (N = 19) interventions indicated improvements in knowledge, attitude, confidence and comfort levels or practical skills concerning care for transgender clients. Major limitations included the lack of long-term data, validated assessment tools, control groups and comparative studies. Training interventions contribute to prepare future health professionals to deliver competent and sensitive care and which may improve the prospective experienced health care reality of transgender individuals. However, currently there is no common consensus about best practice of education. Additionally, little is known about whether detected effects of training interventions translate into noticeable improvements for transgender clients. Further studies are warranted to assess the direct impact of specific interventions in the light of the respective target populations.
许多跨性别者在医疗保健环境中面临不平等、歧视，有时甚至缺乏跨性别特定知识。教育课程可以解决这些差距问题，并帮助未来的医疗保健专业人员更加了解、自信和为满足跨性别者的需求做好充分准备。本系统评价旨在总结目前针对健康和相关健康专业学生的跨性别者护理培训干预措施，并分析各自干预措施的效果。共筛选了 6 个数据库（Pubmed、MEDLINE、Scopus、Web of Science、Embase 和 SciSearch），以获取 2017 年至 2021 年 6 月期间发表的原始文章。预先指定了搜索词和纳入标准，经过结构化的选择过程，有 21 项研究纳入进一步分析。提取的数据包含一般研究性质、人群、设计、方案格式和感兴趣的结果的信息。使用叙述性综合来总结检测到的结果。对每一项研究进行了研究质量评估。使用结合了两项先前发表工具标准的自我开发的 18 项清单来评估定量研究的整体质量。对于定性研究，采用了 Kmet 等人的 10 项清单 [HTA Initiat，2004]。合格研究针对多种健康或相关健康专业的学生设计，方案格式、持续时间、内容和评估结果差异很大。几乎所有（N=19）干预措施都表明在跨性别客户护理的知识、态度、信心和舒适度或实践技能方面有所改善。主要限制包括缺乏长期数据、验证评估工具、对照组和比较研究。培训干预措施有助于培养未来的医疗保健专业人员提供有能力和敏感的护理，这可能会改善跨性别者的预期医疗保健现实。然而，目前关于最佳教育实践还没有共识。此外，对于培训干预措施的效果是否转化为跨性别客户的明显改善，知之甚少。需要进一步研究来评估特定干预措施在考虑到各自目标人群的情况下对直接影响。
