Sandberg Elizabeth S, Baines Hayley K, Aye Tandy, Harris Rebecca M, Hart-Unger Sarah, Lopez Ximena, Nikita Maria Eleni, Nokoff Natalie J, Persky Rebecca, Roberts Stephanie A
Department of Pediatrics, University of Michigan, Ann Arbor, MI, United States of America.
Department of Pediatrics, Oregon Health & Science University, Portland, OR, United States of America.
Endocr Metab Sci. 2023 Jun 30;11. doi: 10.1016/j.endmts.2023.100131. Epub 2023 May 6.
While the field of pediatric endocrinology, and the American Board of Pediatrics, continues expanding training to include gender-affirming care, many pediatric endocrinology fellowship programs do not have formal curriculum for this patient population. Members of the Pediatric Endocrine Society (PES) that have a special interest in transgender health designed a curriculum based on Endocrine Society practice guidelines to expand the knowledge of gender affirming care for medical trainees' and faculty.
PES members designed a 5-part self-guided educational module series with embedded knowledge questions. Uniquely, medical ethical reflections were included within each module. Participants completed baseline demographic and baseline and follow-up knowledge surveys.
Most participants were pediatric endocrinology fellows and 44 % percent ( = 21) completed all study components, including the follow up knowledge survey. Knowledge question data analysis demonstrated knowledge gained in medical management of pubertal youth and surgical interventions.
This is the first medical education curriculum in gender-affirming care created by pediatric endocrinologists grounded in the Endocrine Society practice guidelines. This study demonstrates medical knowledge gained in caring for gender diverse youth and is the first to incorporate ethical considerations for this patient population. While initially designed for pediatric endocrinology trainees and faculty, this curriculum may be of great utility for any provider interested in caring for gender diverse youth.
尽管儿科内分泌领域以及美国儿科学会不断扩大培训范围，将性别肯定性医疗纳入其中，但许多儿科内分泌科进修项目并未针对这类患者群体设置正式课程。对跨性别健康有特别兴趣的儿科内分泌学会（PES）成员，依据内分泌学会的实践指南设计了一门课程，以扩充医学实习生和教员对性别肯定性医疗的知识。
PES成员设计了一个由5部分组成的自我指导教育模块系列，并嵌入了知识问题。独特之处在于，每个模块都包含医学伦理思考。参与者完成了基线人口统计学以及基线和随访知识调查。
大多数参与者是儿科内分泌科进修生，44%（n = 21）完成了所有研究内容，包括随访知识调查。知识问题数据分析表明，在青春期青少年的医学管理和手术干预方面知识有所增加。
这是首个由儿科内分泌学家依据内分泌学会实践指南创建的性别肯定性医疗医学教育课程。本研究展示了在照顾性别多样化青少年方面所获得的医学知识，并且是首个纳入针对该患者群体伦理考量的研究。虽然该课程最初是为儿科内分泌科实习生和教员设计的，但对于任何有兴趣照顾性别多样化青少年的医疗服务提供者而言，可能具有很大的实用价值。
