Background and purpose

Increased student pharmacist education on health issues and concerns of the underserved Lesbian, gay, bisexual, transgender, and queer (LGBTQ) population is needed. We incorporated pharmacy-specific, transgender-focused education into the curriculum and sought to identify whether pharmacy students' knowledge and attitudes towards LGBTQ individuals were affected by: (1) required online module or in-class lecture and (2) student demographics.

Educational activity and setting: Pharmacy student attitudes and perceptions towards transgender individuals and the LGBTQ population were assessed before and after online (video) and in-person education using a modification of the Attitudes towards Lesbian Gay Bisexual Transgender Patients Scale. Wilcoxon test for non-parametric paired data was used to test for statistically significant changes between the pre- and post-education surveys, while two-way analysis of variance was used to analyze correlations between student demographics and responses.

Findings

Changes in students' knowledge and attitudes were observed after exposure to either online or in-person education. Increases in students' perceived competence to provide care to patients identifying as LGBTQ were associated with both teaching methods. Significant demographic associations were seen with specific attitudes; female students and students who knew a transgender person were more likely to strongly disagree that discussing sexual behavior with LGBTQ patients is challenging.

Summary

Delivery of transgender-focused education produced observable changes in student pharmacist perceptions and attitudes towards working with the LGBTQ patient population. Demographic characteristics, such as being female or knowing a transgender individual, positively correlated with student pharmacists' feeling more comfortable discussing sexual behavior with LGBTQ persons.

中文翻译：

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药学学生跨性别健康教育及其对学生知识和态度的影响

背景和目的

需要增加关于健康问题和服务不足的女同性恋、男同性恋、双性恋、跨性别和酷儿 (LGBTQ) 人群的学生药剂师教育。我们将药学特定的、以跨性别为重点的教育纳入课程，并试图确定药学学生对 LGBTQ 个体的知识和态度是否受到以下因素的影响：(1) 所需的在线模块或课堂讲座和 (2) 学生人口统计。

教育活动和环境：在在线（视频）和面对面教育之前和之后，使用对女同性恋同性恋双性恋变性患者量表的修改来评估药学学生对跨性别个体和 LGBTQ 人群的态度和看法。非参数配对数据的 Wilcoxon 检验用于检验教育前和教育后调查之间的统计显着变化，而方差的双向分析用于分析学生人口统计数据和反应之间的相关性。

发现

在接触在线或面对面的教育后，观察到学生的知识和态度发生了变化。学生对识别为 LGBTQ 的患者提供护理的感知能力的提高与这两种教学方法有关。在特定的态度下可以看到显着的人口统计学关联；女学生和认识跨性别者的学生更有可能强烈反对与 LGBTQ 患者讨论性行为具有挑战性。

概括

提供以跨性别为中心的教育，使学生药剂师对与 LGBTQ 患者群体合作的看法和态度发生了可观察到的变化。人口统计学特征，例如女性或认识跨性别者，与药剂师学生在与 LGBTQ 人士讨论性行为时更自在的感觉呈正相关。