P109. TEACHING AND TRAINING IN GENDER-AFFIRMING PROCEDURES IN US ACADEMIC PLASTIC SURGERY RESIDENCY PROGRAMS

Abstract

PURPOSE: Over 1.4 million adults in the U.S. identify as transgender and there has been a significant increase in patients seeking surgical transition. However, the literature is void on the quantity and adequacy of surgical transition training during residency. This study aims to review the current state of gender transition education in US plastic surgery residency programs. METHODS: We performed a cross-sectional study on all accredited independent and integrated plastic surgery residency programs. Information on program curricula was collected from official program websites, and email to or telephone interview with the program coordinator. Programs were also categorized on whether they were affiliated with a “Leaders in LGBT Healthcare” center. Exposure to surgical transition was deemed to be either incidental or structured. RESULTS: One hundred and thirty programs were included in this study. Most programs provided exposure to gender-affirming surgery (n = 96, 74%), significantly fewer provided structured training (n = 37, 28% vs 74%, p <0.001). Of those who provided formal training, all provided didactic training, 86% provided clinical training (n = 32) and less than half (n = 14, 43%) provided a dedicated rotation. Programs affiliated with “Leaders in LGBT Healthcare” centers were significantly more likely to provide dedicated rotations than their non-affiliated counterparts (p=0.028). CONCLUSION: Despite the growing demand for gender transition surgery, only one in four plastic surgery residency programs have structured training in their curriculum. To better serve the transgender population, a universal structured curriculum on gender transition surgery should be created.