534 Investigating the Role of Gender-Affirming Surgery in Medical Education

Abstract

Abstract Aim Gender-affirming surgery is defined as a group of procedures that help individuals transition from their Sex assigned at birth to their gender identity. A literature search on PubMed showed this topic has not been investigated previously in undergraduate medical education. From personal experience, this topic and associated trans+ health is rarely covered in undergraduate and postgraduate medical education. We aim to investigate the duration if any, of each medical school dedicates to teaching this topic for both undergraduate and graduate entry medicine. Method Six questions were curated by both authors around teaching, learning and communication skills dedicated to the topic of Gender affirming surgery. A freedom of information request was sent to all General Medical Council-recognised medical schools in the United Kingdom. Data from responses were collected and analysed using Google Spreadsheets. Results A total of 38(90%) medical schools responded to our request. 60%(n = 23) covered this topic in traditional lectures, 32% organised session(s) on patient perspectives, 5.2% of universities provided e-learning, 18% in self-directed learning, and 42% in communication and practical skills session. 66% included Trans+ members in the consultation of their curriculum development. Conclusions This study highlights that gender-affirming surgery is a poorly covered topic. While nearly all medical curricula involve LGBT+ Health, more needs to be done to focus on trans+ health involving co-design with trans+ persons to ensure that the medical curriculum promotes equality, diversity and inclusivity in medical education.