Advancing Gender-Identity Inclusive Curricula: Exploring Initiatives and Needs among Maternal and Child Health...

Maternal and child health (MCH) education shapes practices that support health outcomes for parents, pregnant individuals, and children. Traditional "sexed" language may exclude or marginalize certain groups like transgender populations. Since most current health profession instructors were trained in the context of traditional language, preparing future health professionals to address healthcare needs for gender-identity diverse individuals remains a challenge. Our objective was to assess whether health professional instructors provide gender-identity content in MCH courses and to understand what types of support instructors may need.

Ten MCH instructors participated in a semi-structured interview focused on how they included gender-identity content, perceived students' readiness with diverse patients, and what support they need to teach gender-identity inclusive content. Interviews were audio-video recorded, transcribed, and thematically coded.

Generally, instructors incorporated gender-identity content into their courses. They acknowledged the complexity of these concepts and had a range of readiness to teach these topics. Instructors indicated additional guidelines and training would enhance their preparedness to integrate gender-identity concepts into their courses.

A determinant of preparing health professional students for encountering gender-identity diverse patients is faculty preparedness. MCH instructors are integrating gender-identity content but would benefit from targeted training and following published guidelines.