The number of transgender and gender-diverse patients seeking medical care in the United\nStates is increasing. For many of these patients, pharmacotherapy is a part of their gender-affirming\ntransition. Effective instructional methods and resources for teaching pharmacy students about\nthis patient populationâ??s social considerations and medical treatments is lacking. Three hours of\neducational material on caring for transgender patients was added to a third-year course in a four-year\nDoctorate of Pharmacy program in the United States. The content included cultural, empathy, and\nmedical considerations. Students in the course were given a survey to assess their perception of\neach instructional methodâ??s effectiveness and self-assess their confidence in providing competent\ngender-affirming care to transgender people before and after the learning session. The survey\nresponse rate was 36% (54/152). Studentsâ?? self-assessed confidence to provide competent care to\npeople who are transgender increased significantly. Before the learning session, the median confidence\nlevel was 4/10 (Interquartile range (IQR) 3â??6), after the class session, the median confidence increased\nto 7/10 (IQR 6â??8, p < 0.01). Students rated the pre-class video, jeopardy game, and patient panel as\nmost helpful to improving their skills. The addition of transgender-related patient care material into\nthe Doctorate of Pharmacy curriculum significantly increased the studentsâ?? confidence to provide\ncompetent care to people who are transgender.
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