Evaluating the effectiveness of an online curriculum on caring for transgender and nonbinary patients

Figures & data

Figure 1. Perceived adequacy of training in gender-affirming care

Figure 3. Confidence in providing gender-affirming care, including hormone therapy.

Figure 2. Confidence in providing gender-affirming care, excluding hormone therapy.

Figure 4. Pre- and posttest medical knowledge scores (represented as number of correct answers).

Table 1. Quotes from curriculum assessment.

If the curriculum will change your practice, how will it change?

‘better able to treat and counsel transgender patients’ ‘I feel more confident prescribing hormone therapy and HME for trans/non binary individuals’ ‘more confident in providing trans care’ ‘More comfort in addressing the topics covered in this course.’ ‘I will be more willing to manage trans care myself instead of referring.’ ‘my comfort with primary care including knowledge of health maintenance and hormone therapy’ ‘Knowing more about how to counsel patients seeking gender affirming care’

What topics should have been covered in more detail, if any?

‘Hormone therapy’ ‘Specific resources for patients and clinicians’ ‘More case example.’ ‘Titration of meds/case studies on follow up visits and adjusting medications’ ‘More discussion about problems you run into and subsequent workup/evaluation.’ ‘How to connect adolescent patients with gender affirming care. How to address legal issues/guardianship issues (e.g., if a trans adolescent wants gender affirming care, but their parents don’t).’

Please provide suggestions for improvement.

‘Interactive cases to help solidify the didactic information.’ ‘Providing some practice cases for clinical management (e.g., A transwoman presents to clinic on 4 mg SL estrogen BID and has been on her current therapy for X months, what kind of monitoring is required, when would you refer her for breast augmentation)’