References
- Herman JL, Flores AR, O’Neill KK. How Many Adults and Youth Identify as Transgender in the United States? Los Angeles, CA: The Williams Institute, UCLA School of Law; 2022. https://williamsinstitute.law.ucla.edu/wp-content/uploads/Trans-Pop-Update-Jun-2022.pdf. Accessed October 4, 2022.
- Wilson BD, Meyer IH. Nonbinary LGBTQ Adults in the United States. Los Angeles, CA: The Williams Institute, UCLA School of Law; 2021. https://williamsinstitute.law.ucla.edu/wp-content/uploads/Nonbinary-LGBTQ-Adults-Jun-2021.pdf. Accessed October 3, 2022.
- Asscheman H, Giltay EJ, Megens JA, de Ronde WP, van Trotsenburg MA, Gooren L. A long-term follow-up study of mortality in transsexuals receiving treatment with cross-sex hormones. Eur J Endocrinol. 2011;164(4):635–642. doi:10.1530/EJE-10-1038.
- Brown GR, Jones KT. Mental health and medical health disparities in 5135 transgender veterans receiving healthcare in the Veterans Health Administration: a case-control study. LGBT Health. 2016;3(2):122–131. doi:10.1089/lgbt.2015.0058.
- Su D, Irwin JA, Fisher C, et al. Mental health disparities within the LGBT population: a comparison between transgender and nontransgender individuals. Transgend Health. 2016;1(1):12–20. doi:10.1089/trgh.2015.0001.
- James S, Herman JL, Rankin S, Keisling M, Mottet LA, Anafi M. The Report of the 2015 U.S. National Transgender Survey. Washington, DC: National Center for Transgender Equality; 2016. USTS-Full-Report-Dec17.pdf. Accessed October 2, 2022.
- Combs R. Key issues in transgender health care policy and practice. In: Taylor JK, Haider-Markel DP, eds. Transgender Rights and Politics: Groups, Issue Framing, and Policy Adoption. Ann Arbor, MI: University of Michigan Press; 2014:231–251.
- Reisner SL, Poteat T, Keatley J, et al. Global health burden and needs of transgender populations: a review. Lancet. 2016;388(10042):412–436. doi:10.1016/S0140-6736(16)00684-X.
- Puckett JA, Cleary P, Rossman K, Newcomb ME, Mustanski B. Barriers to gender-affirming care for transgender and gender nonconforming individuals. Sex Res Social Policy. 2018;15(1):48–59. doi:10.1007/s13178-017-0295-8.
- Inch E. Changing minds: the psycho-pathologization of trans people. Int J Ment Health. 2016;45(3):193–204. doi:10.1080/00207411.2016.1204822.
- Freeman L. Micro interactions, macro harms: some thoughts on improving health care for transgender and gender nonbinary folks. Int J Fem Approaches Bioeth. 2018;11(2):157–165. doi:10.3138/ijfab.2018.05.29.
- Clarke AE, Shim JK, Mamo L, Fosket JR, Fishman JR. Biomedicalization: technoscientific transformations of health, illness, and US biomedicine. Am Sociol Rev. 2003;68(2):161–194. doi:10.2307/1519765.
- Conrad P, Schneider JW. Deviance and Medicalization: From Badness to Sickness. Philadelphia, PA: Temple University Press; 2010.
- Dewey JM. Knowledge legitimacy: how trans-patient behavior supports and challenges current medical knowledge. Qual Health Res. 2008;18(10):1345–1355. doi:10.1177/1049732308324247.
- Dewey JM, Gesbeck MM. (Dys) functional diagnosing: mental health diagnosis, medicalization, and the making of transgender patients. Humanity Soc. 2017;41(1):37–72. doi:10.1177/016059761560465.
- Vipond E. Resisting Transnormativity: challenging the medicalization and regulation of trans bodies. TIA. 2015;8(2):21–44. doi:10.3798/tia.1937-0237.15008.
- Lie D, Boker J, Crandall S, et al. A revised curriculum tool for assessing cultural competency training (TACCT) in health professions education. MedEdPORTAL. 2009;5:3185. doi:10.15766/mep_2374-8265.3185.
- Obedin-Maliver J, Goldsmith ES, Stewart L, et al. Lesbian, gay, bisexual, and transgender-related content in undergraduate medical education. JAMA. 2011;306(9):971–977. doi:10.1001/jama.2011.1255.
- AAMC. Advisory committee on sexual orientation, gender identity, and sex development. In: Implementing Curricular and Institutional Climate Changes to Improve Health Care for Individuals Who Are LGBT, Gender Nonconforming, or Born with DSD. Washington, DC: Association of American Medical Colleges; 2014.
- Sanchez NF, Rankin S, Callahan E, et al. LGBT trainee and health professional perspectives on academic careers–facilitators and challenges. LGBT Health. 2015;2(4):346–356. doi:10.1089/lgbt.2015.0024.
- Streed CG, Davis JA. Improving clinical education and training on sexual and gender minority health. Curr Sex Health Rep. 2018;10(4):273–280. doi:10.1007/s11930-018-0185-y.
- McCann E, Brown M. The inclusion of LGBT + health issues within undergraduate healthcare education and professional training programmes: a systematic review. Nurse Educ Today. 2018;64:204–214. doi:10.1016/j.nedt.2018.02.028.
- Dubin SN, Nolan IT, Streed CG, Jr, Greene RE, Radix AE, Morrison SD. Transgender health care: improving medical students’ and residents’ training and awareness. Adv Med Educ Pract. 2018;9:377–391. doi:10.2147/AMEP.S147183.
- Eriksson SES, Safer JD. Evidence-based curricular content improves student knowledge and changes attitudes towards transgender medicine. Endocr Pract. 2016;22(7):837–841. doi:10.4158/EP151141.OR.
- Stevenson MO, Sineath RC, Haw JS, Tangpricha V. Use of standardized patients in endocrinology fellowship programs to teach competent transgender care. J Endocr Soc. 2020;4(1):12. doi:10.1210/jendso/bvz007.
- Weingartner L, Noonan EJ, Bohnert C, Potter J, Shaw MA, Holthouser A. Gender-affirming care with transgender and genderqueer patients: a standardized patient case. MedEdPORTAL. 2022;18:11249. doi:10.15766/mep_2374-8265.11249.
- James S, Sylvester HC. Transgender health and its current omission from medical school curriculum: medical students’ perspective. Adv Med Educ Pract. 2018;9:607–609. doi:10.2147/AMEP.S176532.
- Bohnert CA, Combs RM, Noonan EJ, Weathers AE, Weingartner LA. Gender minorities in simulation: a mixed methods study of medical school standardized patient programs in the United States and Canada. Simul Healthc. 2021;16(6):e151–e158. doi:10.1097/SIH.0000000000000532.
- Stryker SD, Pallerla H, Pickle S. Considerations on medical training for gender-affirming care: motivations and perspectives. Int J Transgend Health. 2020;21(1):79–88. doi:10.1080/15532739.2019.1689880.
- Noonan E, Sawning S, Combs R, et al. Engaging the transgender community to improve medical education and prioritize healthcare initiatives. Teach Learn Med. 2018;30(2):119–132. doi:10.1080/10401334.2017.1365718.
- Noonan EJ, Weingartner LA, Combs RM, Bohnert C, Shaw MA, Sawning S. Perspectives of transgender and genderqueer standardized patients. Teach Learn Med. 2021;33(2):116–128. doi:10.1080/10401334.2020.1811096.
- Holthouser A, Sawning S, Leslie KF, et al. eQuality: a process model to develop an integrated, comprehensive medical education curriculum for LGBT, gender nonconforming, and DSD health. MedSciEduc. 2017;27(2):371–383. doi:10.1007/s40670-017-0393-5.
- Petrey LN, Noonan EJ, Weingartner LA. Gender diverse representation in patient simulation: a scoping review [published online ahead of print, 2022 Aug 9]. Acad Med. 2022. doi:10.1097/ACM.0000000000004926.
- Weber MA. Epistemic peerhood, likelihood, and equal weight. Logos Episteme. 2017;8(3):307–344.
- Gutting G. Religious Belief and Religious Skepticism. Notre Dame: University of Notre Dame Press; 1982.
- Kelly T. The epistemic significance of disagreement. In: Gendler TS, Hawthorne J, eds. Oxford Studies in Epistemology, Volume 1. New York: Oxford University Press; 2005:167–196.
- Freeman L. Confronting diminished epistemic privilege and epistemic injustice in pregnancy by challenging a "panoptics of the womb”. J Med Philos. 2015;40(1):44–68. doi:10.1093/jmp/jhu046.
- Browner CH, Press N. The production of authoritative knowledge in American prenatal care. Med Anthropol Q. 1996;10(2):141–156. doi:10.1525/maq.1996.10.2.02a00030.
- Jordan B. Authoritative knowledge and its construction. In: Davis-Floyd R, Sargent CF, eds. Childbirth and Authoritative Knowledge: Cross-Cultural Perspectives. Berkeley, CA: University of California Press; 1997:55–79.
- Freeman L, Stewart H. Microaggressions in clinical medicine. Kennedy Inst Ethics J. 2018;28(4):411–449. doi:10.1353/ken.2018.0024.
- Brosnan C, Turner BS. Introduction: the struggle over medical knowledge. In Brosnan C, Turner BS, eds. Handbook of the Sociology of Medical Education. New York: Routledge; 2009:1–12.
- Curry RH, Montgomery K. Toward a liberal education in medicine. Acad Med. 2010;85(2):283–287. doi:10.1097/ACM.0b013e3181c8e4a2.
- Prislin MD, Saultz JW, Geyman JP. The generalist disciplines in American medicine one hundred years following the Flexner Report: a case study of unintended consequences and some proposals for post-Flexnerian reform. Acad Med. 2010;85(2):228–235. doi:10.1097/ACM.0b013e3181c877bf.
- Collins PH. Black Feminist Thought: Knowledge, Conciousness, and the Politics of Empowerment. 2nd ed. New York: Routledge; 2000.
- Harding S. Rethinking standpoint epistemology: what is "strong objectivity?”. Centennial Rev. 1992;36(3):437–470.
- Haraway D. Situated knowledges: the science question in feminism and the privilege of partial perspective. Fem Stud. 1988;14(3):575–599. doi:10.2307/3178066.
- Jones SE. Negotiating transgender identity at work: a movement to theorize a transgender standpoint epistemology. Manag Commun Q. 2020;34(2):251–278. doi:10.1177/08933189198981.
- Burke P. Gender Shock: Exploding the Myths of Male and Female. New York, NY: Anchor Books/Doubleday; 1996.
- Drescher J. Queer diagnoses: parallels and contrasts in the history of homosexuality, gender variance, and the Diagnostic and Statistical Manual. Arch Sex Behav. 2010;39(2):427–460. doi:10.1007/s10508-009-9531-5.
- Drescher J. Controversies in gender diagnoses. LGBT Health. 2014;1(1):10–14. doi:10.1089/lgbt.2013.1500.
- Lev AI. Gender dysphoria: two steps forward, one step back. Clin Soc Work J. 2013;41(3):288–296. doi:10.1007/s10615-013-0447-0.
- Marceau M, Gallagher F, Young M, St‐Onge C. Validity as a social imperative for assessment in health professions education: a concept analysis. Med Educ. 2018;52(6):641–653. doi:10.1111/medu.13574.
- Walch SE, Sinkkanen KA, Swain EM, Francisco J, Breaux CA, Sjoberg MD. Using intergroup contact theory to reduce stigma against transgender individuals: impact of a transgender speaker panel presentation. J Appl Soc Psychol. 2012;42(10):2583–2605. doi:10.1111/j.1559-1816.2012.00955.x.
- Pettigrew TF, Tropp LR. A meta-analytic test of intergroup contact theory. J Pers Soc Psychol. 2006;90(5):751–783. doi:10.1037/0022-3514.90.5.751.
- Paskett ED, Reeves KW, McLaughlin JM, et al. Recruitment of minority and underserved populations in the United States: the Centers for Population Health and Health Disparities experience. Contemp Clin Trials. 2008;29(6):847–861. doi:10.1016/j.cct.2008.07.006.
- Lewis KL, Bohnert CA, Gammon WL, et al. The association of standardized patient educators (ASPE) standards of best practice (SOBP). Adv Simul (Lond). 2017;2(1):10. doi:10.1186/s41077-017-0043-4.
- Picketts L, Warren MD, Bohnert C. Diversity and inclusion in simulation: addressing ethical and psychological safety concerns when working with simulated participants. BMJ Simul Technol Enhanc Learn. 2021;7(6):590–599. doi:10.1136/bmjstel-2020-000853.
- Bartman C. Developing strategic university partnerships to promote diversity within the SP pool. Paper presented at: Association of Standardized Patient Educators. 2018. Kansas City, MO.
- Mocarski R, King R, Butler S, et al. The rise of transgender and gender diverse representation in the media: impacts on the population. Commun Cult Crit. 2019;12(3):416–433. doi:10.1093/ccc/tcz031.
- Nadal KL, Whitman CN, Davis LS, Erazo T, Davidoff KC. Microaggressions toward lesbian, gay, bisexual, transgender, queer, and genderqueer people: a review of the literature. J Sex Res. 2016;53(4–5):488–508. doi:10.1080/00224499.2016.1142495.