Transgender Health Medical Education Intervention and its Effects on Beliefs, Attitudes, Comfort, and Knowledge

Abstract

Introduction. Transgender health disparities have been well documented
in the literature in recent years, as have the lack of transgender
health issues in medical education programs across the country.

Methods. A prospective study was conducted with an hour-long
didactic lecture on transgender health being given to faculty, medical
students, and residents at the University of Kansas School of Medicine-
Wichita. The didactic lecture included educational information
and presentations by transgender persons. A pre-intervention and
two post-intervention survey was given to assess attitudes, comfort
level, knowledge, and beliefs regarding the treatment of transgendered
persons and associated health concerns. A second post-intervention
survey was given at 90 days. The question of what attendees planned
to do differently as a result of the intervention was asked.

Results. The intervention provided a significant positive increase in
attitudes, comfort levels, and knowledge with respect to transgender
health issues between the pre- and post-intervention surveys,
however, did not provide a significant positive increase in beliefs on
transgender health issues. There was no significant change in attitude,
comfort levels, knowledge, or beliefs from the post-survey after 90
days. Four categories of what attendees planned to do differently as a
result of the intervention also were identified.

Conclusions. A didactic lecture on transgender health issues can
positively change attitudes, comfort levels, and knowledge on transgender
health issues significantly with the changes sustaining after 90
days. Beliefs tend to be much harder to change.
Kans J Med 2018;11(4):106-109.