Collaborating with transgender youth to educate healthcare trainees and professionals: randomized controlled trial of a didactic enhanced by brief videos

BMC Public Health

Research

Doron Amsalem¹  Jemel Aguilar²  Jillian Celentano³  Justin Halloran⁴  Christy Olezeski⁴  Brent Penque⁴  Andrés Martin⁵ 

[1] Department of Psychiatry, Columbia University Vagelos College of Physicians and Surgeons, New York, NY, USA;Department of Social Work and Marriage and Family Therapy, Southern Connecticut State University, New Haven, CT, USA;Simulated Participated Program, Teaching and Learning Center, Yale School of Medicine, New Haven, CT, USA;Department of Social Work and Marriage and Family Therapy, Southern Connecticut State University, New Haven, CT, USA;Gender Clinic, Departments of Pediatrics and Psychiatry, Yale School of Medicine, New Haven, CT, USA;Yale Child Study Center, Yale School of Medicine, 230 South Frontage Road, 06520-7900, New Haven, CT, USA;Gender Clinic, Departments of Pediatrics and Psychiatry, Yale School of Medicine, New Haven, CT, USA;Yale Child Study Center, Yale School of Medicine, 230 South Frontage Road, 06520-7900, New Haven, CT, USA;Simulated Participated Program, Teaching and Learning Center, Yale School of Medicine, New Haven, CT, USA;

关键词: Transgender;    Gender-diverse;    Adolescents;    Health;    Mental health;    Health education;   

DOI  :  10.1186/s12889-022-14791-5

 received in 2022-04-23, accepted in 2022-12-01,  发布年份 2022

来源: Springer

【 摘 要 】

BackgroundIn collaboration with members of the transgender and gender diverse (TGD) community, we created a didactic resource about the unique needs of TGD youth.MethodsWe developed teaching materials enhanced by video clips of two TGD adolescents openly sharing aspects of their lived experience. We compared the video and no video conditions in a randomized controlled trial (RCT) in which participants were assigned to one of four parallel conditions: 1) a transgender [TgV] or 2) a cisgender [CgV] woman presenting with videos embedded into the presentation, 3) the same cisgender woman presenting without the videos [CgN], or 4) a no intervention control [NiC]. Our primary outcome was change in the total score of the Transgender Knowledge, Attitudes, and Beliefs Scale (T-KAB).ResultsWe recruited and proportionally randomized 467 individuals, 200 of whom completed ratings before and after the intervention: TgV (n = 46), CgV (N = 46), CgN (n = 44), and NiC (n = 64). Mean scores on all measures of TGD acceptance increased in the video group, compared to the no video group. Improvements persisted after 30 days (p < 0.01), except on perceptions about TGD family members. The three active intervention groups did not differ in efficacy.ConclusionsThese findings provide empirical evidence that a well-informed presenter, regardless of their gender, can achieve similar improvements in perceptions and knowledge about TGD youth when using a resource that can be disseminated free of cost.

【 授权许可】

CC BY   
© The Author(s) 2022

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