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Online learning modules improve confidence in providing gender affirming care for youth
Healthcare providers often lack training and education in caring for gender diverse youth. We aimed to explore changes in provider confidence and behaviors following the implementation of an online learning course focused on gender affirming care for youth. An asynchronous, online training consistin...
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| Published in: | BMC medical education 2024-12, Vol.24 (1), p.1498-10, Article 1498 |
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| container_end_page | 10 |
| container_issue | 1 |
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| container_title | BMC medical education |
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| creator | Hodax, Juanita K Kahn, Nicole F Crouch, Julia M Sethness, Janis L Bocek, Kevin M Sumerwell, Catherine Sequeira, Gina M |
| description | Healthcare providers often lack training and education in caring for gender diverse youth. We aimed to explore changes in provider confidence and behaviors following the implementation of an online learning course focused on gender affirming care for youth.
An asynchronous, online training consisting of 2 modules was made available in October 2021. Participants were asked to complete 3 surveys for each module they completed: a pre-survey, a post-survey, and a 3-month follow-up survey. Surveys included demographic data and an assessment of provider confidence and self-reported behaviors related to the provision of gender affirming care for adolescents that were in line with the objectives outlined in each module. Paired sample t-tests were used to compare participant confidence at all timepoints.
Participants (n = 487) completed at least one survey from one module. There was notable diversity in provider types, including mental health providers (n = 86, 17.7%), community health workers (n = 71, 14.6%), and medical students or health professionals (n = 61, 12.5%). Participants were significantly more confident in all aspects of care provision when comparing pre-surveys and post-surveys (p |
| doi_str_mv | 10.1186/s12909-024-06517-5 |
| format | article |
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An asynchronous, online training consisting of 2 modules was made available in October 2021. Participants were asked to complete 3 surveys for each module they completed: a pre-survey, a post-survey, and a 3-month follow-up survey. Surveys included demographic data and an assessment of provider confidence and self-reported behaviors related to the provision of gender affirming care for adolescents that were in line with the objectives outlined in each module. Paired sample t-tests were used to compare participant confidence at all timepoints.
Participants (n = 487) completed at least one survey from one module. There was notable diversity in provider types, including mental health providers (n = 86, 17.7%), community health workers (n = 71, 14.6%), and medical students or health professionals (n = 61, 12.5%). Participants were significantly more confident in all aspects of care provision when comparing pre-surveys and post-surveys (p < 0.001 for all survey items focused on change in provider confidence ). At 3-month follow-up after module completion, improvements in confidence were sustained in providing information and resources to adolescents and their families, and having conversations with them about gender identity along with the importance of using affirming language. However, these modules did not result in self-reported behavior change regarding provision of gender affirming hormones or puberty blockers.
Online learning modules may be an effective means of educating a large number of healthcare providers about caring for gender diverse youth in a variety of settings and across disciplines.</description><identifier>ISSN: 1472-6920</identifier><identifier>EISSN: 1472-6920</identifier><identifier>DOI: 10.1186/s12909-024-06517-5</identifier><identifier>PMID: 39702095</identifier><language>eng</language><publisher>England: BioMed Central Ltd</publisher><subject>Access to Health Care ; Adolescent ; Adolescents ; Adult ; Audiences ; Behavior ; Behavioral Objectives ; Caregivers ; Children & youth ; Confidence ; Consent ; Demographic aspects ; Distance learning ; Education ; Education, Distance ; Electronic Learning ; Female ; Gender affirming care ; Gender identity ; Gender Issues ; Health care ; Health Personnel - education ; Health Services ; Humans ; Influence ; Learning Modules ; Likert scale ; Likert Scales ; Male ; Medical Education ; Medical Services ; Mental health ; Methods ; Online education ; Online learning ; Parent Participation ; Parent School Relationship ; Participant Characteristics ; Patients ; Pediatrics ; Predominantly White Institutions ; Self report ; Sex change ; Study and teaching ; Surveys and Questionnaires ; Teenagers ; Transgender Persons ; Youth</subject><ispartof>BMC medical education, 2024-12, Vol.24 (1), p.1498-10, Article 1498</ispartof><rights>2024. The Author(s).</rights><rights>COPYRIGHT 2024 BioMed Central Ltd.</rights><rights>2024. This work is licensed under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c389t-e7d1ddbdb091e269ea1038597e3eaa3fc816692d818d11b4b7033096ebc516583</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.proquest.com/docview/3152689485?pq-origsite=primo$$EHTML$$P50$$Gproquest$$Hfree_for_read</linktohtml><link.rule.ids>314,778,782,21365,21381,25740,27911,27912,33598,33599,33864,33865,36999,37000,43720,43867,44577</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/39702095$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Hodax, Juanita K</creatorcontrib><creatorcontrib>Kahn, Nicole F</creatorcontrib><creatorcontrib>Crouch, Julia M</creatorcontrib><creatorcontrib>Sethness, Janis L</creatorcontrib><creatorcontrib>Bocek, Kevin M</creatorcontrib><creatorcontrib>Sumerwell, Catherine</creatorcontrib><creatorcontrib>Sequeira, Gina M</creatorcontrib><title>Online learning modules improve confidence in providing gender affirming care for youth</title><title>BMC medical education</title><addtitle>BMC Med Educ</addtitle><description>Healthcare providers often lack training and education in caring for gender diverse youth. We aimed to explore changes in provider confidence and behaviors following the implementation of an online learning course focused on gender affirming care for youth.
An asynchronous, online training consisting of 2 modules was made available in October 2021. Participants were asked to complete 3 surveys for each module they completed: a pre-survey, a post-survey, and a 3-month follow-up survey. Surveys included demographic data and an assessment of provider confidence and self-reported behaviors related to the provision of gender affirming care for adolescents that were in line with the objectives outlined in each module. Paired sample t-tests were used to compare participant confidence at all timepoints.
Participants (n = 487) completed at least one survey from one module. There was notable diversity in provider types, including mental health providers (n = 86, 17.7%), community health workers (n = 71, 14.6%), and medical students or health professionals (n = 61, 12.5%). Participants were significantly more confident in all aspects of care provision when comparing pre-surveys and post-surveys (p < 0.001 for all survey items focused on change in provider confidence ). At 3-month follow-up after module completion, improvements in confidence were sustained in providing information and resources to adolescents and their families, and having conversations with them about gender identity along with the importance of using affirming language. However, these modules did not result in self-reported behavior change regarding provision of gender affirming hormones or puberty blockers.
Online learning modules may be an effective means of educating a large number of healthcare providers about caring for gender diverse youth in a variety of settings and across disciplines.</description><subject>Access to Health Care</subject><subject>Adolescent</subject><subject>Adolescents</subject><subject>Adult</subject><subject>Audiences</subject><subject>Behavior</subject><subject>Behavioral Objectives</subject><subject>Caregivers</subject><subject>Children & youth</subject><subject>Confidence</subject><subject>Consent</subject><subject>Demographic aspects</subject><subject>Distance learning</subject><subject>Education</subject><subject>Education, Distance</subject><subject>Electronic Learning</subject><subject>Female</subject><subject>Gender affirming care</subject><subject>Gender identity</subject><subject>Gender Issues</subject><subject>Health care</subject><subject>Health Personnel - education</subject><subject>Health 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youth</atitle><jtitle>BMC medical education</jtitle><addtitle>BMC Med Educ</addtitle><date>2024-12-19</date><risdate>2024</risdate><volume>24</volume><issue>1</issue><spage>1498</spage><epage>10</epage><pages>1498-10</pages><artnum>1498</artnum><issn>1472-6920</issn><eissn>1472-6920</eissn><abstract>Healthcare providers often lack training and education in caring for gender diverse youth. We aimed to explore changes in provider confidence and behaviors following the implementation of an online learning course focused on gender affirming care for youth.
An asynchronous, online training consisting of 2 modules was made available in October 2021. Participants were asked to complete 3 surveys for each module they completed: a pre-survey, a post-survey, and a 3-month follow-up survey. Surveys included demographic data and an assessment of provider confidence and self-reported behaviors related to the provision of gender affirming care for adolescents that were in line with the objectives outlined in each module. Paired sample t-tests were used to compare participant confidence at all timepoints.
Participants (n = 487) completed at least one survey from one module. There was notable diversity in provider types, including mental health providers (n = 86, 17.7%), community health workers (n = 71, 14.6%), and medical students or health professionals (n = 61, 12.5%). Participants were significantly more confident in all aspects of care provision when comparing pre-surveys and post-surveys (p < 0.001 for all survey items focused on change in provider confidence ). At 3-month follow-up after module completion, improvements in confidence were sustained in providing information and resources to adolescents and their families, and having conversations with them about gender identity along with the importance of using affirming language. However, these modules did not result in self-reported behavior change regarding provision of gender affirming hormones or puberty blockers.
Online learning modules may be an effective means of educating a large number of healthcare providers about caring for gender diverse youth in a variety of settings and across disciplines.</abstract><cop>England</cop><pub>BioMed Central Ltd</pub><pmid>39702095</pmid><doi>10.1186/s12909-024-06517-5</doi><tpages>10</tpages><oa>free_for_read</oa></addata></record> |
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| source | PubMed (Medline); Social Science Premium Collection; Publicly Available Content (ProQuest); Education Collection |
| subjects | Access to Health Care Adolescent Adolescents Adult Audiences Behavior Behavioral Objectives Caregivers Children & youth Confidence Consent Demographic aspects Distance learning Education Education, Distance Electronic Learning Female Gender affirming care Gender identity Gender Issues Health care Health Personnel - education Health Services Humans Influence Learning Modules Likert scale Likert Scales Male Medical Education Medical Services Mental health Methods Online education Online learning Parent Participation Parent School Relationship Participant Characteristics Patients Pediatrics Predominantly White Institutions Self report Sex change Study and teaching Surveys and Questionnaires Teenagers Transgender Persons Youth |
| title | Online learning modules improve confidence in providing gender affirming care for youth |
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