An Interprofessional Case-Based Activity on Transgender Health Care: A Multi-Program Student-Faculty Collaboration to Promote Interprofessional Education for Addressing Gender Minority Health Disparities

Authors

Jonathan Hulse, University of New Mexico, School of MedicineFollow
Tk King, University of New Mexico, School of MedicineFollow
Lucia Vulcan, University of New Mexico, School of MedicineFollow
Pamela Gonzales, University of New Mexico, College of PharmacyFollow
Jada Gooden, University of New Mexico, College of PharmacyFollow
Molly McClain, University of New Mexico, Family & Community MedicineFollow
Miranda Aragon, University of New Mexico, Family & Community MedicineFollow
Kelsea Aragon, University of New Mexico, College of PharmacyFollow
Heidi H. Rogers, University of New Mexico, College of NursingFollow
Ann Morrison, University of New Mexico, Department of Internal MedicineFollow

Document Type

Poster

Publication Date

2-3-2023

Abstract

The LGBTQ+ community experiences unique health needs that many healthcare providers do not possess adequate training to address. This critical barrier to promoting the health of the LGBTQ+ population contributes to health disparities and discrimination. This is particularly salient for the transgender population who experience high rates of discrimination and have difficulty accessing gender affirming care (GAC). The World Professional Association for Transgender Health recommends an interprofessional team-based approach to providing GAC to gender diverse patients. Unfortunately, the siloed approach to training healthcare providers in their respective fields stifles interprofessional collaborative learning and hinders this necessary team-based approach to caring for transgender patients. To address this need, we developed a three-hour case-based activity implemented through the University of New Mexico Health Sciences Office for Interprofessional Education (IPE) that included students from the UNM School of Medicine and Physician Assistant Program, College of Nursing, and College of Pharmacy. The session included a lecture from a physician specialist in GAC, small-group discussions working through a case involving a transgender adolescent seeking GAC services across the lifespan, and a large group Q-&-A discussion with a panel of experts including healthcare providers and social workers with experience serving the transgender community. A voluntary retrospective pre-post-survey instrument was administered to assess how well the session objectives were met and provide opportunity for feedback. An additional survey was provided for students using the activity to get IPE Honors Credit to assess how well the session facilitated interprofessional learning. Students reported self-rated improvements in each of the objective domains that were assessed and scored the activity highly in several domains of the Interprofessional Collaborative Competencies Attainment Survey.

Comments

This poster was presented during the University of New Mexico Health Sciences Center Education Days.

Recommended Citation

Hulse, Jonathan; Tk King; Lucia Vulcan; Pamela Gonzales; Jada Gooden; Molly McClain; Miranda Aragon; Kelsea Aragon; Heidi H. Rogers; and Ann Morrison. "An Interprofessional Case-Based Activity on Transgender Health Care: A Multi-Program Student-Faculty Collaboration to Promote Interprofessional Education for Addressing Gender Minority Health Disparities." (2023). https://digitalrepository.unm.edu/hsc_ed_day/132