Promoting transgender healthcare competency: simulation scenario for medical students

Area of Science:

• Medical Education
• Health Disparities
• Simulation-Based Learning

Background:

• Medical professionals globally lack adequate training in transgender and gender diverse (TGD) healthcare.
• This educational gap leaves trainees unprepared to provide competent and affirming care to TGD patients.
• Simulation-based learning offers a novel approach to address this deficit.

Purpose of the Study:

• To assess medical students' attitudes and performance in a transgender healthcare simulation.
• To evaluate the effectiveness of a simulation-based learning activity for TGD healthcare education.

Main Methods:

• A simulated scenario involving a transgender man with delayed menstruation was designed for Obstetrics and Gynecology (OB/GYN) clerkship students.
• The study took place in a university hospital in northeast Brazil from January to June 2023.
• Medical students completed a quantitative, survey-based evaluation using a satisfaction scale post-simulation.

Main Results:

• Most students had limited prior experience and formal instruction in TGD healthcare.
• While demonstrating reduced bias, 44% struggled with chosen names/pronouns, and 60% found health promotion counseling difficult.
• Students expressed discomfort with sexual practice discussions and limited knowledge of referral pathways.

Conclusions:

• Simulation-based learning is effective for medical students with limited TGD healthcare exposure.
• Despite challenges, students showed engagement and receptivity, indicating simulation's potential to improve cultural competence.
• Realistic simulation scenarios can prepare future clinicians to provide affirming care to TGD individuals.