Evaluating Case Study Based Learning in Transgender Healthcare


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Recent social changes in the United States has created a stage for a more widely accepted view towards transgender individuals. LGBT, specifically transgender, communities often experience significant disparities in the quality of care they receive. The purpose of this study was to introduce a case-study for discussion on topics affecting transgendered patients and determine if this is an efficacious mean to change the perceptions and increase knowledge of students in a Physician Assistant program. Methods: The researchers presented students (n=91) participating in case study discussion with a pre-test survey. Students were given a student version of a case study. Students were then randomly assigned to a group and a facilitator guided discussion. The discussion was concluded with a debrief and question/answer segment. The students were then asked to complete a post-test survey 1-week post discussion and 3-month post discussion. Institutional Review Board (IRB) approval was deemed unnecessary by IRB board at University of Texas Medical Branch due to this project evaluating a curriculum. Exploratory factor analysis (EFA) and Mokken scaling analysis, and ANOVA were applied. Results: The mean scores increased from baseline to post 1-week and post 3-month, however, statistically significant scores were only seen at post 1-week. Students reported no significant difference in lasting change in comfort, beliefs and values, and knowledge. Conclusion: Due to these results, it is recommended that curriculum include repeated exposure to educational materials on transgender patients to create lasting change in perception and knowledge. Increased educational curriculum can create a more culturally competent environment for transgender patients, helping to bridge the gaps in current care.



transgender, trans, sexual education, lgbt, mtf, ftm, nonbinary, curriculum