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Developing a Curriculum on Transgender Health Care for Physician Assistant Students
Bethany G Hart1,2,3,4,5,6,7, Tiffany B Kindratt1,2,3,4,5,6,7, Anita Vasudevan1,2,3,4,5,6,7
1Bethany G. Hart, MPAS, PA-C, is a recent graduate of the UT Southwestern Physician Assistant Studies Program in Dallas, Texas.
Purpose:
Our goal was to (1) evaluate physician assistant (PA) students' knowledge, skills, and attitudes toward transgender patients, (2) develop and deliver a lecture on transgender health care, and (3) determine changes in knowledge, skills, and attitudes postlecture.
Methods:
A 32-item survey was developed and emailed to PA students. Students were then invited to a 2-hour lecture on transgender-specific psychosocial topics and clinical skills plus medical treatment for gender dysphoria. Lecture attendees retook the survey after 2 weeks.
Results:
Initial mean self-assessment scores regarding clinical knowledge and skills were below 3 on a 7-point Likert scale. All measures improved following the lecture (p < .001 for all). Overall, 86.7% of students were interested in the addition of transgender health into their didactic curriculum.
Conclusions:
Our results illustrate insufficient student competence in transgender medicine. Our proposed transgender curriculum may be a useful guide for educators wanting to integrate this topic into their instruction.
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