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Date of Award
Spring 2023
Degree Name
Master of Medical Science (Physician Assistant)
Department
Physician Assistant; College of Health Sciences
First Advisor
Lisa Akselrad MMS, PA-C
Second Advisor
Zachary T. Weik DSc, MHS, PA-C
Abstract
Objective: Transgender and gender diverse (TGD) people have substantial barriers to accessing healthcare, one of the most cited being provider inexperience and lack of comfort with treating TGD patients. Current integration of transgender and gender diverse (TGD) content in physician assistant (PA) curricula is severely lacking. Incorporating content to address these deficits while overcoming bias could create a profound impact in improving
healthcare outcomes for TGD people.
Methods: Review the current status of content implementation, and review literature pertaining to current interventions in medical curricula with measured outcomes specific to trans content.
Results: The majority of PA programs perceive TGD content as important, yet few consider their execution as satisfactory. Interventions best suited for PA programs involve longitudinal changes that incorporate content into existing courses, implementation of intergroup contact theory to reduce prejudice, addressing both barriers and facilitators to interventions, and overcoming bias in medicine that perpetuates inequality for TGD patients.
Conclusion: The best avenue for widespread TGD content integration is through official guidance from PAEA that outlines interventions optimized for PA curriculua described here.
Recommended Citation
Bradley, Mollie, "Integrating Transgender and Gender Diverse Content into PA Program Curricula" (2023). Capstone Showcase. 56.
https://scholarworks.arcadia.edu/showcase/2023/pa/56
Integrating Transgender and Gender Diverse Content into PA Program Curricula
Objective: Transgender and gender diverse (TGD) people have substantial barriers to accessing healthcare, one of the most cited being provider inexperience and lack of comfort with treating TGD patients. Current integration of transgender and gender diverse (TGD) content in physician assistant (PA) curricula is severely lacking. Incorporating content to address these deficits while overcoming bias could create a profound impact in improving
healthcare outcomes for TGD people.
Methods: Review the current status of content implementation, and review literature pertaining to current interventions in medical curricula with measured outcomes specific to trans content.
Results: The majority of PA programs perceive TGD content as important, yet few consider their execution as satisfactory. Interventions best suited for PA programs involve longitudinal changes that incorporate content into existing courses, implementation of intergroup contact theory to reduce prejudice, addressing both barriers and facilitators to interventions, and overcoming bias in medicine that perpetuates inequality for TGD patients.
Conclusion: The best avenue for widespread TGD content integration is through official guidance from PAEA that outlines interventions optimized for PA curriculua described here.