Developing a Curriculum on Transgender Health Care for Physician Assistant Students

Bethany G. Hart, Tiffany B Kindratt, Anita Vasudevan, Antonio D. Garcia, Patti Pagels, Venetia Orcutt, May C. Lau

Research output: Contribution to journalArticlepeer-review

2 Scopus citations


PURPOSE: Our goal was to (1) evaluate physician assistant (PA) students' knowledge, skills, and attitudes toward transgender patients, (2) develop and deliver a lecture on transgender health care, and (3) determine changes in knowledge, skills, and attitudes postlecture. METHODS: A 32-item survey was developed and emailed to PA students. Students were then invited to a 2-hour lecture on transgender-specific psychosocial topics and clinical skills plus medical treatment for gender dysphoria. Lecture attendees retook the survey after 2 weeks. RESULTS: Initial mean self-assessment scores regarding clinical knowledge and skills were below 3 on a 7-point Likert scale. All measures improved following the lecture (p < .001 for all). Overall, 86.7% of students were interested in the addition of transgender health into their didactic curriculum. CONCLUSIONS: Our results illustrate insufficient student competence in transgender medicine. Our proposed transgender curriculum may be a useful guide for educators wanting to integrate this topic into their instruction.

Original languageEnglish (US)
Pages (from-to)48-53
Number of pages6
JournalThe journal of physician assistant education : the official journal of the Physician Assistant Education Association
Issue number1
StatePublished - Mar 1 2021

ASJC Scopus subject areas

  • Medicine(all)


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