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Community-Engaged Development, Implementation, and Evaluation of an Interprofessional Education Workshop on Gender-Affirming Care

Background: Transgender/nonbinary (trans/NB) patients face stigma in health care settings. Health care professionals' training on trans/NB issues has historically been lacking. Interprofessional education (IPE) provides an opportunity to improve knowledge and attitudes across health care profes...

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Autores principales: Allison, M. Kathryn, Marshall, S. Alexandra, Archie, Dani Smith, Neher, Taylor, Stewart, Gray, Anders, Michael E., Stewart, M. Kathryn
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Mary Ann Liebert, Inc., publishers 2019
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6814076/
https://www.ncbi.nlm.nih.gov/pubmed/31656857
http://dx.doi.org/10.1089/trgh.2019.0036
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author Allison, M. Kathryn
Marshall, S. Alexandra
Archie, Dani Smith
Neher, Taylor
Stewart, Gray
Anders, Michael E.
Stewart, M. Kathryn
author_facet Allison, M. Kathryn
Marshall, S. Alexandra
Archie, Dani Smith
Neher, Taylor
Stewart, Gray
Anders, Michael E.
Stewart, M. Kathryn
author_sort Allison, M. Kathryn
collection PubMed
description Background: Transgender/nonbinary (trans/NB) patients face stigma in health care settings. Health care professionals' training on trans/NB issues has historically been lacking. Interprofessional education (IPE) provides an opportunity to improve knowledge and attitudes across health care professions. The purpose of this study was to: (a) describe the development and implementation of an IPE workshop on gender-affirming care through a trans/NB community-academic partnership and (b) examine the impact of the workshop on student knowledge and attitudes. Methods: The workshop included a slide presentation on basic terminology and concepts, video clips of trans/NB patient–provider interactions, facilitated discussions of affirming practices, and a trans/NB panel. Nonparametric statistical analysis of pre- and post-survey data from 58 workshop participants measured changes in student knowledge and attitudes. Findings: Students demonstrated statistically significant improvements in knowledge (t=−12.72; p<0.01) and interpersonal comfort (t=−2.06; p<0.05) as well as sex and gender beliefs (t=−3.06; p<0.05) on subscales from the Transgender Attitudes & Beliefs Scale. The results demonstrated no differences on the human value subscale (t=−0.69; p=0.49) or on health care professional questions (t=−1.23; p=0.23). Conclusions: A community-academic partnership developed and implemented this brief interactive educational intervention, which can improve both knowledge and attitudes about trans/NB individuals' health among health professional students.
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spelling pubmed-68140762019-10-25 Community-Engaged Development, Implementation, and Evaluation of an Interprofessional Education Workshop on Gender-Affirming Care Allison, M. Kathryn Marshall, S. Alexandra Archie, Dani Smith Neher, Taylor Stewart, Gray Anders, Michael E. Stewart, M. Kathryn Transgend Health Original Article Background: Transgender/nonbinary (trans/NB) patients face stigma in health care settings. Health care professionals' training on trans/NB issues has historically been lacking. Interprofessional education (IPE) provides an opportunity to improve knowledge and attitudes across health care professions. The purpose of this study was to: (a) describe the development and implementation of an IPE workshop on gender-affirming care through a trans/NB community-academic partnership and (b) examine the impact of the workshop on student knowledge and attitudes. Methods: The workshop included a slide presentation on basic terminology and concepts, video clips of trans/NB patient–provider interactions, facilitated discussions of affirming practices, and a trans/NB panel. Nonparametric statistical analysis of pre- and post-survey data from 58 workshop participants measured changes in student knowledge and attitudes. Findings: Students demonstrated statistically significant improvements in knowledge (t=−12.72; p<0.01) and interpersonal comfort (t=−2.06; p<0.05) as well as sex and gender beliefs (t=−3.06; p<0.05) on subscales from the Transgender Attitudes & Beliefs Scale. The results demonstrated no differences on the human value subscale (t=−0.69; p=0.49) or on health care professional questions (t=−1.23; p=0.23). Conclusions: A community-academic partnership developed and implemented this brief interactive educational intervention, which can improve both knowledge and attitudes about trans/NB individuals' health among health professional students. Mary Ann Liebert, Inc., publishers 2019-10-25 /pmc/articles/PMC6814076/ /pubmed/31656857 http://dx.doi.org/10.1089/trgh.2019.0036 Text en © M. Kathryn Allison et al. 2019; Published by Mary Ann Liebert, Inc. This Open Access article is distributed under the terms of the Creative Commons License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
spellingShingle Original Article
Allison, M. Kathryn
Marshall, S. Alexandra
Archie, Dani Smith
Neher, Taylor
Stewart, Gray
Anders, Michael E.
Stewart, M. Kathryn
Community-Engaged Development, Implementation, and Evaluation of an Interprofessional Education Workshop on Gender-Affirming Care
title Community-Engaged Development, Implementation, and Evaluation of an Interprofessional Education Workshop on Gender-Affirming Care
title_full Community-Engaged Development, Implementation, and Evaluation of an Interprofessional Education Workshop on Gender-Affirming Care
title_fullStr Community-Engaged Development, Implementation, and Evaluation of an Interprofessional Education Workshop on Gender-Affirming Care
title_full_unstemmed Community-Engaged Development, Implementation, and Evaluation of an Interprofessional Education Workshop on Gender-Affirming Care
title_short Community-Engaged Development, Implementation, and Evaluation of an Interprofessional Education Workshop on Gender-Affirming Care
title_sort community-engaged development, implementation, and evaluation of an interprofessional education workshop on gender-affirming care
topic Original Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6814076/
https://www.ncbi.nlm.nih.gov/pubmed/31656857
http://dx.doi.org/10.1089/trgh.2019.0036
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