Abstract
ContextThe United States transgender patient population often suffers from insufficient health care and faces barriers to obtaining health care. Understanding the current classroom education provided in professional athletic training programs related to patient-centered and transgender patient care is necessary to foster improvements to the education of future health care providers.ObjectiveTo explore the education, comfort, and experience of professional athletic training students and program directors (PDs) on patient-centered care (PCC) and transgender patient care.DesignCross-sectional survey.SettingOnline survey.Patients or Other ParticipantsA total of 74 PDs of Commission on Accreditation of Athletic Training Education-accredited professional athletic training programs (age = 46 ± 9 years) and 452 athletic training students (age = 23 ± 3 years) responded to the survey.Data Collection and AnalysisTwo surveys were created from literature and were reviewed by a committee of content experts. Participants were sent links to their respective survey in March 2020. Surveys contained questions on demographic information, PCC, and transgender patient care. Data were analyzed descriptively with follow-up χ2 analyses comparing athletic training students' comfort and competence between those who learned and did not learn about transgender patient care.ResultsMost PDs reportedly felt comfortable (98.6%, n = 73) and competent (94.6%, n = 70) teaching PCC. Half (50% n = 37/74) of PDs include transgender health care in their program's curriculum but lacked competence (37.8%, n = 28) in teaching. All students felt comfortable (100%, n = 452) and competent (98.7%, n = 446) practicing PCC, but only 12.4% (n = 54) reported practicing it during clinical education. Less than half (43.1%, n = 195/452) of students learned about transgender patient care, yet most (78.3%, n = 354) felt comfortable but lacked competence (41.8% n = 189).ConclusionsFew students reportedly practice PCC during clinical education. Both groups perceived deficiencies in competence related to transgender patient care. We suggest PDs teach transgender health care in their curriculum and seek professional development to create meaningful educational experiences.
Highlights
Athletic trainers serve an increasingly diverse patient population that includes people of different races, backgrounds, religions, sexes, genders, and sexual orientations
Our findings indicate that program director (PD) of professional athletic training programs consider patient-centered care (PCC) necessary, feel comfortable and competent teaching it to students, and create PCC-related educational and assessment experiences for athletic training students
Few athletic training students stated they practice PCC at their clinical education site, while all PDs reported that they believe students did practice it there
Summary
Athletic trainers serve an increasingly diverse patient population that includes people of different races, backgrounds, religions, sexes, genders, and sexual orientations. The framework is a living document developed in consultation with all core faculty that includes the program design, delivery, and assessment related to teaching, learning, and clinical education.[7] the PD should be aware and engaged with all strategic planning relative to curriculum design, instructional methods, sequencing, and assessment plans
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