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Perspectives of Transgender and Genderqueer Standardized Patients
Emily J Noonan1, Laura A Weingartner1, Ryan M Combs2
1School of Medicine, University of Louisville, Louisville, Kentucky, USA.
Teaching and Learning in Medicine
|September 7, 2020
Summary
Gender minority standardized patients shared valuable insights on medical education, identifying gaps in gender-affirming care training. Their participation fostered empowerment and highlighted the need for inclusive curricula.
Area of Science:
- Medical Education
- Health Equity
- Gender Studies
Background:
- Significant health and healthcare disparities exist for gender minorities (GMs).
- Medical educators must ensure trainees provide quality, gender-affirming care.
- Standardized patient (SP) scenarios are crucial for clinical skills assessment.
Purpose of the Study:
- To understand the experiences and perceptions of gender minority SPs in a gender-affirming care clinical case.
- To explore how GM SPs describe their role in assessing students' clinical skills.
Main Methods:
- Semi-structured focus groups conducted with 10 GM SPs.
- Thematic analysis of verbatim transcriptions.
- SPs portrayed patients matching their own gender identity.
Main Results:
- Three themes emerged: personal connection, gap identification, and insight into medical education.
- SPs reported personal connection, enabling nuanced feedback and bias confrontation.
- SPs identified specific gaps in communication, assumptions, and knowledge regarding gender-affirming care.
Conclusions:
- GM SPs benefit from engagement, experiencing hope, empowerment, and engagement.
- GMs' lived experiences are instrumental in identifying educational gaps.
- Including GMs in curriculum development is vital for effective gender-affirming care education.
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