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Gender-Affirming Care With Transgender and Genderqueer Patients: A Standardized Patient Case
Laura Weingartner1, Emily J Noonan2, Carrie Bohnert3
1Director of Research for Health Professions Education, Undergraduate Medical Education, University of Louisville School of Medicine.
Summary
Medical simulations help train students in gender-affirming care for transgender and gender-diverse (TGD) patients. This approach identified performance gaps, improving future medical education and patient care.
Area of Science:
- Medical Education
- Health Equity
- Gender-Affirming Care
Background:
- Transgender and gender-diverse (TGD) individuals face significant health disparities and bias within healthcare settings.
- Effective training is crucial to equip medical professionals with the skills needed for inclusive and affirming patient care.
- Patient simulation offers a safe environment for trainees to practice essential communication and clinical skills.
Purpose of the Study:
- To evaluate the effectiveness of a standardized patient simulation in teaching gender-affirming care skills to medical students.
- To identify performance gaps and biases in clinical recommendations related to gender identity and sex assigned at birth.
- To improve medical training curricula for better care of TGD patients.
Main Methods:
- Developed a standardized patient case with multiple iterations representing diverse gender identities and sexes assigned at birth.
- Assigned third-year medical students to randomized patient encounters.
- Assessed student performance using checklists, postencounter notes, and preventive care recommendations.
Main Results:
- Over 286 students participated, encountering simulated patients including transgender men, transgender women, cisgender men, cisgender women, and genderqueer individuals.
- Documented performance gaps, such as misgendering and incorrect cancer screening recommendations based on perceived gender rather than sex assigned at birth.
- 98% of students found the simulation valuable for practicing clinical skills for real-world patient interactions.
Conclusions:
- Simulation effectively trains medical students in gender-affirming care and highlights the need for inclusive communication skills.
- The methodology identified biased clinical recommendations, informing targeted educational improvements.
- Routine practice with diverse patient simulations is essential for addressing health disparities and enhancing care for all patients.
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