The Association of American Medical Colleges (AAMC) encourages but does not require medical schools to train students on LGBTQ+ (lesbian, gay, bisexual, transgender, queer, etc.…) care and education on transgender, gender-diverse and/or intersex care is particularly lacking. This study evaluated the efficacy of a patient-centred educational intervention co-developed and facilitated with transgender and gender-diverse (TGD) patient collaborators on students' knowledge of TGD healthcare needs, perceived value of TGD healthcare training and TGD healthcare competency. The authors recruited second-year medical students from the Primary Care, Family and Community Medicine Clerkship at the University of Texas at Austin Dell Medical School (UT Dell Med) in Spring 2021. Students (n = 36) completed an online survey with closed- and open-ended questions that included AAMC TGD healthcare competencies, perceived value of TGD healthcare training, and knowledge of TGD healthcare needs before and after an educational intervention utilising clinical cases developed and delivered in collaboration with six TGD patient collaborators. The TGD patient collaborators completed a post-intervention survey evaluating the patient-centredness of the educational intervention's design and implementation and their perception of the student's competence during the intervention. There was a statistically significant increase in each AAMC TGD healthcare competency post-intervention, except for discussing sexual health practices. No changes in perceived value or knowledge were noted. Students reported that authentic engagement with TGD patient collaborators during the educational intervention had the most impact (n = 10, 58.4%). All responding TGD patient collaborators (n = 5, 100%) strongly agreed that their input was valued and at least somewhat agreed that they felt supported by the organiser of the educational intervention. Three respondents (75%) somewhat agreed that the development of the educational intervention was a collaborative process, with one (25%) somewhat disagreeing. Educational interventions that are co-developed with TGD patient collaborators may improve medical student understanding of gender diversity. Additional efforts are needed to further the patient-centredness of educational interventions.

中文翻译：

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与专家一起学习：将社区纳入性别多样化的医疗保健教育

美国医学院协会 (AAMC) 鼓励但不要求医学院对学生进行 LGBTQ+（女同性恋、男同性恋、双性恋、跨性别者、酷儿等……）护理和跨性别、性别多样化和/或双性人护理教育特别缺乏。本研究评估了与跨性别和性别多样化 (TGD) 患者合作者共同开发和促进的以患者为中心的教育干预对学生的 TGD 医疗保健需求知识、TGD 医疗保健培训的感知价值和 TGD 医疗保健能力的有效性。作者于 2021 年春季从德克萨斯大学奥斯汀戴尔​​医学院 (UT Dell Med) 的初级保健、家庭和社区医学见习部招募了二年级医学生。学生 ( n = 36) 使用与六个 TGD 患者合作者。TGD 患者合作者完成了一项干预后调查，评估教育干预的设计和实施以患者为中心，以及他们在干预期间对学生能力的看法。除了讨论性健康实践外，每个 AAMC TGD 医疗保健能力在干预后都有统计学意义的显着增加。没有注意到感知价值或知识的变化。n  = 10, 58.4%)。所有响应的 TGD 患者合作者 ( n  = 5, 100%) 强烈同意他们的意见是有价值的，并且至少在某种程度上同意他们感到教育干预组织者的支持。三位受访者 (75%) 在某种程度上同意教育干预的发展是一个协作过程，而一位 (25%) 则有些不同意。与 TGD 患者合作者共同开发的教育干预措施可以提高医学生对性别多样性的理解。需要付出更多的努力来促进教育干预以患者为中心。