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• W4384944358 abstract "Abstract Background It is currently estimated that 1.2 million adults identify as transgender in the United States. Current research reveals, compared to the general population, Transgender patients face significant discrimination in healthcare. Transgender individuals have reported higher negative experiences, some of which have led to avoiding healthcare settings. Healthcare education in medical schools is necessary to assess the lack of knowledge and competency among physicians treating transgender patients. The objective of this study was to identify if a 2-hour didactic session increased medical students' knowledge and comfort regarding the treatment of transgender patients. Methods A 2-hour didactic lecture regarding gender-affirming healthcare for transgender patients was held for first- and second-year medical students at Rocky Vista College of Osteopathic Medicine. The lecture was presented on Zoom by a board-certified family physician who specializes in Transgender Healthcare. Students had the option of completing pre-didactic and post-didactic surveys to measure their beliefs, comfort, and knowledge in treating transgender patients. Responses to survey questions were scored on a five-point Likert Scale. Relationships of questionnaire responses to demographics were assessed with independent t-tests or ANOVA. Categorical variables were compared using contingency tables and chi-square tests. Results Students’ confidence in caring for, comfort with, and knowledge about transgender patients increased significantly between pre- and post-session surveys. Conclusions A 2-hour didactic session significantly increased self-reported confidence, comfort, and knowledge regarding gender-affirming care. This study revealed that even small interventions such as a 2-hour lecture can impact medical students' overall competency when treating transgender patients. Educational interventions in medical school curriculum focusing on Transgender Health reduce gaps in education and ensure safe and adequate care that diminishes disparities for this at-risk group." @default.
• W4384944358 created "2023-07-22" @default.
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• W4384944358 date "2023-07-21" @default.
• W4384944358 modified "2023-10-14" @default.
• W4384944358 title "Evaluation of Transgender Healthcare in Medical School Curriculum: A Dual-Campus Study" @default.
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• W4384944358 doi "https://doi.org/10.21203/rs.3.rs-3133879/v1" @default.
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