Assessing Physician Assistant perspectives on transgender and gender diverse health content in the didactic (pre-clinical) curriculum: A survey.

Abstract

Introduction: There are over 100,000 Canadians who are transgender or gender diverse, with younger people increasingly identifying as part of this community. Transgender and gender diverse (TGD) patients face numerous barriers to accessing health services, including a perceived lack of practitioner knowledge, leaving this population with unmet health needs and poorer health outcomes. Introducing TGD healthcare earlier on in medical education can help close the knowledge gap between patient and practitioner, increase practitioner comfort, and improve patient outcomes. Objectives: The purpose of this study is to evaluate the perspectives of graduated physician assistants (PAs) from the University of Manitoba Master of Physician Assistant Studies (MPAS) program on the quality and adequacy of TGD content in the didactic (pre-clinical) curriculum. Methods: Previous University of Manitoba MPAS graduates were sent a link to complete an online, anonymous survey that explored their education during their didactic curriculum around TGD patients and healthcare. Results: Many previous graduates had basic knowledge of TGD individuals and health, but the majority felt their previous didactic education inadequately prepared them for working with TGD individuals within their practice. Conclusion: Increasing TGD content within the didactic curriculum could help improve the knowledge and comfort of graduated PAs, which in turn would help improve health outcomes for TGD patients. There are important logistical considerations within PA programs that would make TGD curriculum expansion challenging, but this represents an area of opportunity for the University of Manitoba MPAS program.