TY - JOUR
T1 - Effectiveness of an educational intervention to improve medical student comfort and familiarity with providing gender-affirming hormone therapy
AU - Pathoulas, James T.
AU - Blume, Kylie
AU - Penny, Justin
AU - Mansh, Matthew
AU - Rubin, Nathan
AU - Farah, Ronda S.
N1 - Publisher Copyright:
© 2021, Society of Teachers of Family Medicine. All rights reserved.
PY - 2021/1
Y1 - 2021/1
N2 - BACKGROUND AND OBJECTIVES: Gender-affirming hormone therapy (GAHT) is a key component in the primary care of transgender and gendernonconforming (TGNC) people. However, physicians are hesitant to initiate GAHT, citing a lack of knowledge. We developed an educational program for medical students and sought to investigate whether medical students’ comfort and familiarity with GAHT could increase after a short interactive program. METHODS: Second-year medical students (N=54) at the University of Minnesota were recruited to attend an hour long interactive lecture on GAHT. We calculated mean change in pre-and postintervention 5-point Likert scale scores from a survey assessing comfort and familiarity with key concepts of GAHT to assess the effectiveness of the intervention. RESULTS: Mean response score change increased significantly after the intervention around the use of chosen names (0.4±0.13, P<.017), the use of informed consent to initiate GAHT (1.8±0.20, P<.001), initiating and managing GAHT in the primary care setting (1.4±0.19, P<.001), medications used in GAHT (2.3±0.21, P<.001), and dosing (2.5±0.60, P<.001). CONCLUSIONS: GAHT can be initiated and managed in a primary care setting. There is a push to introduce GAHT in the preclinical years. After participating in a short interactive lecture on GAHT, second-year medical students reported increased comfort and familiarity with GAHT. Inclusion of GAHT in the preclinical curriculum does not require significant teaching time and is important knowledge for all future physicians.
AB - BACKGROUND AND OBJECTIVES: Gender-affirming hormone therapy (GAHT) is a key component in the primary care of transgender and gendernonconforming (TGNC) people. However, physicians are hesitant to initiate GAHT, citing a lack of knowledge. We developed an educational program for medical students and sought to investigate whether medical students’ comfort and familiarity with GAHT could increase after a short interactive program. METHODS: Second-year medical students (N=54) at the University of Minnesota were recruited to attend an hour long interactive lecture on GAHT. We calculated mean change in pre-and postintervention 5-point Likert scale scores from a survey assessing comfort and familiarity with key concepts of GAHT to assess the effectiveness of the intervention. RESULTS: Mean response score change increased significantly after the intervention around the use of chosen names (0.4±0.13, P<.017), the use of informed consent to initiate GAHT (1.8±0.20, P<.001), initiating and managing GAHT in the primary care setting (1.4±0.19, P<.001), medications used in GAHT (2.3±0.21, P<.001), and dosing (2.5±0.60, P<.001). CONCLUSIONS: GAHT can be initiated and managed in a primary care setting. There is a push to introduce GAHT in the preclinical years. After participating in a short interactive lecture on GAHT, second-year medical students reported increased comfort and familiarity with GAHT. Inclusion of GAHT in the preclinical curriculum does not require significant teaching time and is important knowledge for all future physicians.
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U2 - 10.22454/FamMed.2021.612374
DO - 10.22454/FamMed.2021.612374
M3 - Article
C2 - 33471925
AN - SCOPUS:85099866413
SN - 0742-3225
VL - 53
SP - 61
EP - 64
JO - Family medicine
JF - Family medicine
IS - 1
ER -