ODP410 Exposure to Transgender Teaching in Internal Medicine Residents and Established Providers

Abstract

Abstract Background Transgender competent care is not a formal learning requirement for trainees in Internal Medicine. The National Transgender Discrimination Survey noted that up to 50% of respondents had to teach their medical provider about transgender care (1). The National LGBTQ Task Force appealed to urgently train practitioners on effective and respectful treatment of transgender patients. Endocrinologists are in a unique position to provide this learning content. It is important to understand the learner audience to develop curricula that meet the needs of different learners. Methods In developing a transgender competent curriculum for internal medicine residents and established primary care providers, an anonymous 5 question survey was performed. Questions included training level or primary medical degree, prior transgender learning experience and transgender patient exposure. Results 81% of the residents were between age 20-30 years. 83% of residents had received at least 2 or more hours of transgender competent care training in medical school. However, 71% reported zero transgender training in internal medicine residency despite 83% having medically cared for a transgender patient and 24% having initiated or continued gender affirming care. In a primary care provider population, 83% of respondents were age 41 years or older. Most were MDs but included CRNP and PA providers. 39% reported prior transgender competent care training. 88% reported having medically cared for at least 1 transgender patient, 25% having cared for at least 6 or more transgender patients and 21% having initiated or continued gender affirming care. Residents were more likely than established providers to have had exposure to transgender teaching, X2 (1, N = 60) = 15.6, p <0. 001. There was no statistical difference between the groups in exposure to transgender patients. Conclusions Resident trainees are more likely to have received transgender competent care training compared to established primary providers. This group of residents report more transgender training exposure in medical school than previous cohorts (2). Resident teaching is remote, having occurred primarily in medical school. Established providers have poor exposure to training despite similar exposure to transgender patients as resident trainees. Both groups appear to have more exposure to transgender patients than prior studies have reported (2). A curriculum geared towards advanced learners with minimal training since medical school but increasing exposure to transgender patients should be pursued. Grant, Jaime M., Lisa A. Mottet et al. Injustice at Every Turn: A Report of the National Transgender Discrimination Survey. Washington: National Center for Transgender Equality and National Gay and Lesbian Task Force, 2011. Dubin SN, Nolan IT, Streed CG Jr et al. Transgender health care: improving medical students’ and residents’ training and awareness. Adv Med Educ Pract. 2018 May 21;9: 377-391. Presentation: No date and time listed