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The Need for Transgender Healthcare Medical Education in a Developing Country
PURPOSE: The single most significant barrier to healthcare for people who identify as transgender is poor access to healthcare providers trained in trans-health. Despite this, trans-health education is far from being a routine component of the undergraduate medical curriculum in developing countries...
Autores principales: | , , , , , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Dove
2020
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7292255/ https://www.ncbi.nlm.nih.gov/pubmed/32607043 http://dx.doi.org/10.2147/AMEP.S255483 |
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author | Martins, Russell S Saleh, Raisa Kamal, Hasan Gillani, Mishal Merchant, Asma A H Munir, Muhammad M Iftikar, Hamza M Shah, Zara Hussain, Muhammad H Z Azhar, Mohammad K Qadri, Fatima Saleem, Sarah |
author_facet | Martins, Russell S Saleh, Raisa Kamal, Hasan Gillani, Mishal Merchant, Asma A H Munir, Muhammad M Iftikar, Hamza M Shah, Zara Hussain, Muhammad H Z Azhar, Mohammad K Qadri, Fatima Saleem, Sarah |
author_sort | Martins, Russell S |
collection | PubMed |
description | PURPOSE: The single most significant barrier to healthcare for people who identify as transgender is poor access to healthcare providers trained in trans-health. Despite this, trans-health education is far from being a routine component of the undergraduate medical curriculum in developing countries like Pakistan. This study aimed to assess knowledge and attitudes regarding people who identify as transgender, as well as the perceived need for trans-health in the curriculum, amongst medical students in Pakistan. MATERIALS AND METHODS: A cross-sectional study using a self-designed questionnaire was carried out amongst undergraduate medical students at the Aga Khan University. Stratified random sampling was used, whereby students were stratified based on their current year of medical education. RESULTS: A total of 249 students were included in this survey. The majority (61%) had poor overall knowledge, with a significantly higher percentage of pre-clinical students (79.6%) having poor knowledge regarding differences in transgender health needs compared to clinical students (60.3%; p = 0.001). Most students acknowledged that individuals who identified as transgender faced a lack of access to healthcare (78.3%), were poorly integrated into society (92.0%) and were treated differently in a clinical setting (58.6%). Many students were unsure of how to address (49.8%) and clinically examine (38.2%) patients identifying as transgender. However, most students demonstrated good (49.4%) or fair (45.0%) attitudes towards individuals who identified as transgender, and the majority reported a high (54.6%) or moderate (42.2%) perceived need for the inclusion of trans-health in the medical curriculum. CONCLUSION: Despite deficiencies in trans-health education in the medical school curriculum, positive attitudes and a high perceived need among students lay the foundation for developing a medical curriculum that gives due priority to trans-health. In developing countries, this can help bridge disparities in healthcare provision to people who identify as transgender. |
format | Online Article Text |
id | pubmed-7292255 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | Dove |
record_format | MEDLINE/PubMed |
spelling | pubmed-72922552020-06-29 The Need for Transgender Healthcare Medical Education in a Developing Country Martins, Russell S Saleh, Raisa Kamal, Hasan Gillani, Mishal Merchant, Asma A H Munir, Muhammad M Iftikar, Hamza M Shah, Zara Hussain, Muhammad H Z Azhar, Mohammad K Qadri, Fatima Saleem, Sarah Adv Med Educ Pract Original Research PURPOSE: The single most significant barrier to healthcare for people who identify as transgender is poor access to healthcare providers trained in trans-health. Despite this, trans-health education is far from being a routine component of the undergraduate medical curriculum in developing countries like Pakistan. This study aimed to assess knowledge and attitudes regarding people who identify as transgender, as well as the perceived need for trans-health in the curriculum, amongst medical students in Pakistan. MATERIALS AND METHODS: A cross-sectional study using a self-designed questionnaire was carried out amongst undergraduate medical students at the Aga Khan University. Stratified random sampling was used, whereby students were stratified based on their current year of medical education. RESULTS: A total of 249 students were included in this survey. The majority (61%) had poor overall knowledge, with a significantly higher percentage of pre-clinical students (79.6%) having poor knowledge regarding differences in transgender health needs compared to clinical students (60.3%; p = 0.001). Most students acknowledged that individuals who identified as transgender faced a lack of access to healthcare (78.3%), were poorly integrated into society (92.0%) and were treated differently in a clinical setting (58.6%). Many students were unsure of how to address (49.8%) and clinically examine (38.2%) patients identifying as transgender. However, most students demonstrated good (49.4%) or fair (45.0%) attitudes towards individuals who identified as transgender, and the majority reported a high (54.6%) or moderate (42.2%) perceived need for the inclusion of trans-health in the medical curriculum. CONCLUSION: Despite deficiencies in trans-health education in the medical school curriculum, positive attitudes and a high perceived need among students lay the foundation for developing a medical curriculum that gives due priority to trans-health. In developing countries, this can help bridge disparities in healthcare provision to people who identify as transgender. Dove 2020-06-08 /pmc/articles/PMC7292255/ /pubmed/32607043 http://dx.doi.org/10.2147/AMEP.S255483 Text en © 2020 Martins et al. http://creativecommons.org/licenses/by-nc/3.0/ This work is published and licensed by Dove Medical Press Limited. The full terms of this license are available at https://www.dovepress.com/terms.php and incorporate the Creative Commons Attribution – Non Commercial (unported, v3.0) License (http://creativecommons.org/licenses/by-nc/3.0/). By accessing the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. For permission for commercial use of this work, please see paragraphs 4.2 and 5 of our Terms (https://www.dovepress.com/terms.php). |
spellingShingle | Original Research Martins, Russell S Saleh, Raisa Kamal, Hasan Gillani, Mishal Merchant, Asma A H Munir, Muhammad M Iftikar, Hamza M Shah, Zara Hussain, Muhammad H Z Azhar, Mohammad K Qadri, Fatima Saleem, Sarah The Need for Transgender Healthcare Medical Education in a Developing Country |
title | The Need for Transgender Healthcare Medical Education in a Developing Country |
title_full | The Need for Transgender Healthcare Medical Education in a Developing Country |
title_fullStr | The Need for Transgender Healthcare Medical Education in a Developing Country |
title_full_unstemmed | The Need for Transgender Healthcare Medical Education in a Developing Country |
title_short | The Need for Transgender Healthcare Medical Education in a Developing Country |
title_sort | need for transgender healthcare medical education in a developing country |
topic | Original Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7292255/ https://www.ncbi.nlm.nih.gov/pubmed/32607043 http://dx.doi.org/10.2147/AMEP.S255483 |
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