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Special-“T” Training: Extended Follow-up Results from a Residency-Wide Professionalism Workshop on Transgender Health
Objective Transgender people face unique challenges when accessing health care, including stigma and discrimination. Most residency programs devote little time to this marginalized population. Methods The authors developed a 90-min workshop to enhance residents’ ability to empathize with and profess...
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| Published in: | Academic psychiatry 2016-10, Vol.40 (5), p.802-806 |
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| Main Authors: | , , , |
| Format: | Article |
| Language: | English |
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| cites | cdi_FETCH-LOGICAL-c372t-d0cbdbb96a57a0d655d8b549dd178dabc9ac9972b22aa8a472e6085d6faa78c13 |
| container_end_page | 806 |
| container_issue | 5 |
| container_start_page | 802 |
| container_title | Academic psychiatry |
| container_volume | 40 |
| creator | Kidd, Jeremy D. Bockting, Walter Cabaniss, Deborah L. Blumenshine, Philip |
| description | Objective
Transgender people face unique challenges when accessing health care, including stigma and discrimination. Most residency programs devote little time to this marginalized population.
Methods
The authors developed a 90-min workshop to enhance residents’ ability to empathize with and professionally treat transgender patients. Attendees completed pre-, post, and 90-day follow-up surveys to assess perceived empathy, knowledge, comfort, interview skill, and motivation for future learning.
Results
Twenty-two residents (64.7 %) completed pre- and post-workshop surveys; 90.9 % of these completed the 90-day follow-up. Compared to baseline, there were statistically significant post-workshop increases in perceived empathy, knowledge, comfort, and motivation for future learning. However on 90-day follow-up, there were no statistically significant differences across any of the five domains, compared to baseline.
Conclusions
This workshop produced significant short-term increases in resident professionalism toward transgender patients. However, extended follow-up results highlight the limitations of one-time interventions and call for recurrent programming to yield durable improvements. |
| doi_str_mv | 10.1007/s40596-016-0570-7 |
| format | article |
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Transgender people face unique challenges when accessing health care, including stigma and discrimination. Most residency programs devote little time to this marginalized population.
Methods
The authors developed a 90-min workshop to enhance residents’ ability to empathize with and professionally treat transgender patients. Attendees completed pre-, post, and 90-day follow-up surveys to assess perceived empathy, knowledge, comfort, interview skill, and motivation for future learning.
Results
Twenty-two residents (64.7 %) completed pre- and post-workshop surveys; 90.9 % of these completed the 90-day follow-up. Compared to baseline, there were statistically significant post-workshop increases in perceived empathy, knowledge, comfort, and motivation for future learning. However on 90-day follow-up, there were no statistically significant differences across any of the five domains, compared to baseline.
Conclusions
This workshop produced significant short-term increases in resident professionalism toward transgender patients. However, extended follow-up results highlight the limitations of one-time interventions and call for recurrent programming to yield durable improvements.</description><identifier>ISSN: 1042-9670</identifier><identifier>EISSN: 1545-7230</identifier><identifier>DOI: 10.1007/s40596-016-0570-7</identifier><identifier>PMID: 27234260</identifier><language>eng</language><publisher>Cham: Springer International Publishing</publisher><subject>Adolescents ; Clinical Competence ; Didacticism ; Education, Medical, Graduate - methods ; Empathy ; Females ; Follow-Up Studies ; Gender Discrimination ; Gender identity ; Gender Issues ; Graduate Medical Education ; Healthcare Disparities ; Humans ; In Brief Report ; Internship and Residency ; Medical Education ; Medicine ; Medicine & Public Health ; Minority Groups ; Modeling (Psychology) ; Motivation ; Negative Attitudes ; Patients ; Personality Problems ; Prejudice - prevention & control ; Professionalism ; Professionalism - education ; Psychiatry ; Psychiatry - education ; Psychotherapy ; Resistance (Psychology) ; Sex Role ; Sexual Identity ; Sexual orientation ; Social Stigma ; Suicides & suicide attempts ; Transgender Persons ; Vignettes ; Volunteers</subject><ispartof>Academic psychiatry, 2016-10, Vol.40 (5), p.802-806</ispartof><rights>Academic Psychiatry 2016</rights><rights>Academic Psychiatry 2016.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c372t-d0cbdbb96a57a0d655d8b549dd178dabc9ac9972b22aa8a472e6085d6faa78c13</citedby><cites>FETCH-LOGICAL-c372t-d0cbdbb96a57a0d655d8b549dd178dabc9ac9972b22aa8a472e6085d6faa78c13</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.proquest.com/docview/2932251547/fulltextPDF?pq-origsite=primo$$EPDF$$P50$$Gproquest$$H</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/2932251547?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>314,780,784,21378,21394,27924,27925,33611,33612,33877,33878,43733,43880,74221,74397</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/27234260$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Kidd, Jeremy D.</creatorcontrib><creatorcontrib>Bockting, Walter</creatorcontrib><creatorcontrib>Cabaniss, Deborah L.</creatorcontrib><creatorcontrib>Blumenshine, Philip</creatorcontrib><title>Special-“T” Training: Extended Follow-up Results from a Residency-Wide Professionalism Workshop on Transgender Health</title><title>Academic psychiatry</title><addtitle>Acad Psychiatry</addtitle><addtitle>Acad Psychiatry</addtitle><description>Objective
Transgender people face unique challenges when accessing health care, including stigma and discrimination. Most residency programs devote little time to this marginalized population.
Methods
The authors developed a 90-min workshop to enhance residents’ ability to empathize with and professionally treat transgender patients. Attendees completed pre-, post, and 90-day follow-up surveys to assess perceived empathy, knowledge, comfort, interview skill, and motivation for future learning.
Results
Twenty-two residents (64.7 %) completed pre- and post-workshop surveys; 90.9 % of these completed the 90-day follow-up. Compared to baseline, there were statistically significant post-workshop increases in perceived empathy, knowledge, comfort, and motivation for future learning. However on 90-day follow-up, there were no statistically significant differences across any of the five domains, compared to baseline.
Conclusions
This workshop produced significant short-term increases in resident professionalism toward transgender patients. However, extended follow-up results highlight the limitations of one-time interventions and call for recurrent programming to yield durable improvements.</description><subject>Adolescents</subject><subject>Clinical Competence</subject><subject>Didacticism</subject><subject>Education, Medical, Graduate - methods</subject><subject>Empathy</subject><subject>Females</subject><subject>Follow-Up Studies</subject><subject>Gender Discrimination</subject><subject>Gender identity</subject><subject>Gender Issues</subject><subject>Graduate Medical Education</subject><subject>Healthcare Disparities</subject><subject>Humans</subject><subject>In Brief Report</subject><subject>Internship and Residency</subject><subject>Medical Education</subject><subject>Medicine</subject><subject>Medicine & Public Health</subject><subject>Minority Groups</subject><subject>Modeling (Psychology)</subject><subject>Motivation</subject><subject>Negative Attitudes</subject><subject>Patients</subject><subject>Personality Problems</subject><subject>Prejudice - prevention & control</subject><subject>Professionalism</subject><subject>Professionalism - education</subject><subject>Psychiatry</subject><subject>Psychiatry - education</subject><subject>Psychotherapy</subject><subject>Resistance (Psychology)</subject><subject>Sex Role</subject><subject>Sexual Identity</subject><subject>Sexual orientation</subject><subject>Social Stigma</subject><subject>Suicides & suicide attempts</subject><subject>Transgender Persons</subject><subject>Vignettes</subject><subject>Volunteers</subject><issn>1042-9670</issn><issn>1545-7230</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2016</creationdate><recordtype>article</recordtype><sourceid>ALSLI</sourceid><sourceid>CJNVE</sourceid><sourceid>M0P</sourceid><recordid>eNp1kc9uFSEUh4nR2D_6AG4MiRs3KDAwDO5M01qTJhq9pkvCAHM7dQZGzkz07vog9eX6JDK5VRMTF-RA-M7vBD6EnjH6ilGqXoOgUteEsrKkokQ9QIdMCkkUr-jDsqeCE10reoCOAK4ppRUT_DE64AUQvKaHaPd5Cq63A7m7ud3c3fzEm2z72MftG3z6Yw7RB4_P0jCk72SZ8KcAyzAD7nIasV2PvQ_R7chlqfhjTl0A6FO0Qw8jvkz5K1ylCae4xkbYrnkZnwc7zFdP0KPODhCe3tdj9OXsdHNyTi4-vHt_8vaCuErxmXjqWt-2urZSWeprKX3TSqG9Z6rxtnXaOq0Vbzm3trFC8VDTRvq6s1Y1jlXH6OU-d8rp2xJgNmMPLgyDjSEtYFjDuaglF7qgL_5Br9OSy2vAcF1xLsvnqkKxPeVyAsihM1PuR5t3hlGzejF7L6Z4MasXs_Y8v09e2jH4Px2_RRSA7wEoV3Eb8t_R_0_9BXghmz4</recordid><startdate>20161001</startdate><enddate>20161001</enddate><creator>Kidd, Jeremy D.</creator><creator>Bockting, Walter</creator><creator>Cabaniss, Deborah L.</creator><creator>Blumenshine, Philip</creator><general>Springer International Publishing</general><general>Springer Nature B.V</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>88E</scope><scope>88G</scope><scope>8AO</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>K9.</scope><scope>M0P</scope><scope>M0S</scope><scope>M1P</scope><scope>M2M</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PSYQQ</scope><scope>Q9U</scope><scope>7X8</scope></search><sort><creationdate>20161001</creationdate><title>Special-“T” Training: Extended Follow-up Results from a Residency-Wide Professionalism Workshop on Transgender Health</title><author>Kidd, Jeremy D. ; Bockting, Walter ; Cabaniss, Deborah L. ; Blumenshine, Philip</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c372t-d0cbdbb96a57a0d655d8b549dd178dabc9ac9972b22aa8a472e6085d6faa78c13</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2016</creationdate><topic>Adolescents</topic><topic>Clinical Competence</topic><topic>Didacticism</topic><topic>Education, Medical, Graduate - methods</topic><topic>Empathy</topic><topic>Females</topic><topic>Follow-Up Studies</topic><topic>Gender Discrimination</topic><topic>Gender identity</topic><topic>Gender Issues</topic><topic>Graduate Medical Education</topic><topic>Healthcare Disparities</topic><topic>Humans</topic><topic>In Brief Report</topic><topic>Internship and Residency</topic><topic>Medical Education</topic><topic>Medicine</topic><topic>Medicine & Public Health</topic><topic>Minority Groups</topic><topic>Modeling (Psychology)</topic><topic>Motivation</topic><topic>Negative Attitudes</topic><topic>Patients</topic><topic>Personality Problems</topic><topic>Prejudice - prevention & control</topic><topic>Professionalism</topic><topic>Professionalism - education</topic><topic>Psychiatry</topic><topic>Psychiatry - education</topic><topic>Psychotherapy</topic><topic>Resistance (Psychology)</topic><topic>Sex Role</topic><topic>Sexual Identity</topic><topic>Sexual orientation</topic><topic>Social Stigma</topic><topic>Suicides & suicide attempts</topic><topic>Transgender Persons</topic><topic>Vignettes</topic><topic>Volunteers</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Kidd, Jeremy D.</creatorcontrib><creatorcontrib>Bockting, Walter</creatorcontrib><creatorcontrib>Cabaniss, Deborah L.</creatorcontrib><creatorcontrib>Blumenshine, Philip</creatorcontrib><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Medical Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>ProQuest Pharma Collection</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni)</collection><collection>ProQuest Central</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection (Proquest) (PQ_SDU_P3)</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Education Database</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>PML(ProQuest Medical Library)</collection><collection>Psychology Database (ProQuest)</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><collection>MEDLINE - Academic</collection><jtitle>Academic psychiatry</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Kidd, Jeremy D.</au><au>Bockting, Walter</au><au>Cabaniss, Deborah L.</au><au>Blumenshine, Philip</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Special-“T” Training: Extended Follow-up Results from a Residency-Wide Professionalism Workshop on Transgender Health</atitle><jtitle>Academic psychiatry</jtitle><stitle>Acad Psychiatry</stitle><addtitle>Acad Psychiatry</addtitle><date>2016-10-01</date><risdate>2016</risdate><volume>40</volume><issue>5</issue><spage>802</spage><epage>806</epage><pages>802-806</pages><issn>1042-9670</issn><eissn>1545-7230</eissn><abstract>Objective
Transgender people face unique challenges when accessing health care, including stigma and discrimination. Most residency programs devote little time to this marginalized population.
Methods
The authors developed a 90-min workshop to enhance residents’ ability to empathize with and professionally treat transgender patients. Attendees completed pre-, post, and 90-day follow-up surveys to assess perceived empathy, knowledge, comfort, interview skill, and motivation for future learning.
Results
Twenty-two residents (64.7 %) completed pre- and post-workshop surveys; 90.9 % of these completed the 90-day follow-up. Compared to baseline, there were statistically significant post-workshop increases in perceived empathy, knowledge, comfort, and motivation for future learning. However on 90-day follow-up, there were no statistically significant differences across any of the five domains, compared to baseline.
Conclusions
This workshop produced significant short-term increases in resident professionalism toward transgender patients. However, extended follow-up results highlight the limitations of one-time interventions and call for recurrent programming to yield durable improvements.</abstract><cop>Cham</cop><pub>Springer International Publishing</pub><pmid>27234260</pmid><doi>10.1007/s40596-016-0570-7</doi><tpages>5</tpages></addata></record> |
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| ispartof | Academic psychiatry, 2016-10, Vol.40 (5), p.802-806 |
| issn | 1042-9670 1545-7230 |
| language | eng |
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| source | Education Collection (Proquest) (PQ_SDU_P3); Social Science Premium Collection; Springer Link |
| subjects | Adolescents Clinical Competence Didacticism Education, Medical, Graduate - methods Empathy Females Follow-Up Studies Gender Discrimination Gender identity Gender Issues Graduate Medical Education Healthcare Disparities Humans In Brief Report Internship and Residency Medical Education Medicine Medicine & Public Health Minority Groups Modeling (Psychology) Motivation Negative Attitudes Patients Personality Problems Prejudice - prevention & control Professionalism Professionalism - education Psychiatry Psychiatry - education Psychotherapy Resistance (Psychology) Sex Role Sexual Identity Sexual orientation Social Stigma Suicides & suicide attempts Transgender Persons Vignettes Volunteers |
| title | Special-“T” Training: Extended Follow-up Results from a Residency-Wide Professionalism Workshop on Transgender Health |
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