Use of Standardized Patients in Endocrinology Fellowship Programs to Teach Competent Transgender Care.

• Type of Material: Article
• Authors: Mary Stevenson, Emory University; R. Craig Sineath, Emory University; J. Sonya Haw, Emory University; Vin Tangpricha, Emory University
• Language: English
• Date: 2020-01-01
• Publisher: Endocrine Society
• Publication Version: Final Published Version
• Copyright Statement: © Endocrine Society 2019.
• License: Creative Commons Attribution-NonCommercial-NoDerivs 4.0 International
• Final Published Version (URL): http://dx.doi.org/10.1210/jendso/bvz007
• Title of Journal or Parent Work: Journal of the Endocrine Society
• ISSN: 2472-1972
• Volume: 4
• Issue: 1
• Start Page: bvz007
• End Page: bvz007
• Grant/Funding Information: This work was supported in part by a grant from the National Institutes of Health/National Center for Advancing Translational Sciences Award #UL1TR002378.
• Keywords: endocrinology; medical education; Transgender; standardized patient
• Research Categories: Health Sciences, Medicine and Surgery; Gender Studies

Abstract

Purpose: Transgender and gender-nonconforming individuals have unique health care needs and have difficulty accessing health care services because of a lack of qualified health care providers, insurance coverage, mistreatment, and bias by the medical community. Medical trainees and physicians report a lack of education in, and exposure to, the clinical care and unique aspects of this field. We assessed the use of a standardized patient as a tool to evaluate 4 core medical competencies (patient care, medical knowledge, professionalism, and interpersonal communication) of endocrinology fellows at a single training program. Methods: Endocrine fellows were evaluated by faculty in different aspects of transgender care and completed a self-assessment before and after the exercise. Faculty viewed the fellows during the Objective Clinical Structured Examination. Fellows were provided feedback by a faculty member and the standardized patient after the exercise. Results: Deficits were found in patient care and professionalism. Fellows scored well in medical knowledge. Fellows did not report an improvement in comfort and communication skills after the exercise. Interestingly, fellows' self-assessment scores in several domains declined after the standardized patient encounter, highlighting an occasion for self-reflection and growth within the realms of cultural competency and medical knowledge. Main conclusions: We conclude that use of standardized patients to teach medical competencies in transgender medicine may be one approach to improve exposure to, and training in, transgender medicine. Endocrine fellows still had discomfort treating transgender individuals after the standardized patient encounter and require other training activities that may include didactics and clinical case discussions.