%0 Journal Article
%T Addition of Care for Transgender-Related Patient Care into Doctorate of Pharmacy Curriculum: Implementation and Preliminary Evaluation
%A Cheyenne Newsome
%A Jessica Conklin
%A Li-Wei Chen
%J Archive of "Pharmacy: Journal of Pharmacy Education and Practice".
%D 2018
%R 10.3390/pharmacy6040107
%X The number of transgender and gender-diverse patients seeking medical care in the United States is increasing. For many of these patients, pharmacotherapy is a part of their gender-affirming transition. Effective instructional methods and resources for teaching pharmacy students about this patient populationĄ¯s social considerations and medical treatments is lacking. Three hours of educational material on caring for transgender patients was added to a third-year course in a four-year Doctorate of Pharmacy program in the United States. The content included cultural, empathy, and medical considerations. Students in the course were given a survey to assess their perception of each instructional methodĄ¯s effectiveness and self-assess their confidence in providing competent gender-affirming care to transgender people before and after the learning session. The survey response rate was 36% (54/152). StudentsĄ¯ self-assessed confidence to provide competent care to people who are transgender increased significantly. Before the learning session, the median confidence level was 4/10 (Interquartile range (IQR) 3¨C6), after the class session, the median confidence increased to 7/10 (IQR 6¨C8, p < 0.01). Students rated the pre-class video, jeopardy game, and patient panel as most helpful to improving their skills. The addition of transgender-related patient care material into the Doctorate of Pharmacy curriculum significantly increased the studentsĄ¯ confidence to provide competent care to people who are transgender
%K pharmacy education
%K transgender
%K lesbian gay bisexual transgender (LGBT)
%K active learning
%K flipped classroom
%K transgender education
%K health provider education
%U https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6306811/