RT Journal Article
SR Electronic
T1 Transforming Medical Education to Provide Gender-Affirming Care for Transgender and Gender-Diverse Patients: A Policy Brief
JF The Annals of Family Medicine
JO Ann Fam Med
FD American Academy of Family Physicians
SP S92
OP S94
DO 10.1370/afm.2926
VO 21
IS Suppl 2
A1 Paul D. Juarez
A1 Aramandla Ramesh
A1 Jayne S. Reuben
A1 Asa E. Radix
A1 Cheryl L. Holder
A1 Katherine Y. Brown
A1 Mohammad Tabatabai
A1 Patricia Matthews-Juarez
YR 2023
UL http://www.annfammed.org/content/21/Suppl_2/S92.abstract
AB Transgender and gender-diverse (TGD) patients experience a greater burden of health disparities compared with their heterosexual/cisgender counterparts. Some of the poorer health outcomes observed in these populations are known to be associated with the prevalence of implicit bias, bullying, emotional distress, alcoholism, drug abuse, intimate partner violence, sexually transmitted infections (eg, human immunodeficiency virus and human papilloma virus), and cancer. The TGD populations face unique barriers to receiving both routine and gender-affirming health care (acquiring hormones and gender-affirming surgeries). Additional barriers to implementing affirming care training for TGD patients are lack of expertise among medical education faculty and preceptors both in undergraduate and in graduate medical education programs. Drawing on a systematic review of the literature, we propose a policy brief aimed at raising awareness about gender-affirming care among education planners and policy makers in government and advisory bodies.