Program Directors' and Athletic Training Students' Educational Experiences Regarding Patient-Centered Care and Transgender Patient Care

Gillian Shaughnessy, Ashley K. Crossway, L. Eberman, Sean M. Rogers, Zachary K. Winkelmann
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引用次数: 2

Abstract

The United States transgender patient population often suffers from insufficient health care and faces barriers to obtaining health care. Understanding the current classroom education provided in professional athletic training programs related to patient-centered and transgender patient care is necessary to foster improvements to the education of future health care providers. To explore the education, comfort, and experience of professional athletic training students and program directors (PDs) on patient-centered care (PCC) and transgender patient care. Cross-sectional survey. Online survey. A total of 74 PDs of Commission on Accreditation of Athletic Training Education-accredited professional athletic training programs (age = 46 ± 9 years) and 452 athletic training students (age = 23 ± 3 years) responded to the survey. Two surveys were created from literature and were reviewed by a committee of content experts. Participants were sent links to their respective survey in March 2020. Surveys contained questions on demographic information, PCC, and transgender patient care. Data were analyzed descriptively with follow-up χ2 analyses comparing athletic training students' comfort and competence between those who learned and did not learn about transgender patient care. Most PDs reportedly felt comfortable (98.6%, n = 73) and competent (94.6%, n = 70) teaching PCC. Half (50% n = 37/74) of PDs include transgender health care in their program's curriculum but lacked competence (37.8%, n = 28) in teaching. All students felt comfortable (100%, n = 452) and competent (98.7%, n = 446) practicing PCC, but only 12.4% (n = 54) reported practicing it during clinical education. Less than half (43.1%, n = 195/452) of students learned about transgender patient care, yet most (78.3%, n = 354) felt comfortable but lacked competence (41.8% n = 189). Few students reportedly practice PCC during clinical education. Both groups perceived deficiencies in competence related to transgender patient care. We suggest PDs teach transgender health care in their curriculum and seek professional development to create meaningful educational experiences.
项目主管和运动训练学生关于以病人为中心的护理和变性病人护理的教育经验
美国跨性别患者往往得不到足够的医疗保健,并面临获得医疗保健的障碍。了解目前在专业运动训练项目中提供的以患者为中心和跨性别患者护理相关的课堂教育,对于促进未来医疗保健提供者教育的改进是必要的。探讨专业运动训练学生和项目主任(pd)在以患者为中心的护理(PCC)和变性患者护理方面的教育、舒适和经验。横断面调查。在线调查。接受调查的共有74名运动训练教育认证委员会专业运动训练专业的博士(年龄= 46±9岁)和452名运动训练学生(年龄= 23±3岁)。根据文献创建了两项调查,并由内容专家委员会进行了审查。参与者在2020年3月收到了各自调查的链接。调查包含人口统计信息、PCC和跨性别患者护理等问题。对数据进行描述性分析,采用随访χ2分析比较学习和未学习跨性别患者护理的运动训练学生的舒适度和能力。据报道,大多数pd对PCC教学感到舒适(98.6%,n = 73)和胜任(94.6%,n = 70)。一半(50% n = 37/74)的pd将跨性别保健纳入其专业课程,但缺乏教学能力(37.8%,n = 28)。所有学生对PCC的实践感到舒适(100%,n = 452)和胜任(98.7%,n = 446),但只有12.4% (n = 54)的学生在临床教育中实践了PCC。不到一半(43.1%,n = 195/452)的学生了解变性患者的护理,但大多数(78.3%,n = 354)的学生感到舒适,但缺乏能力(41.8%,n = 189)。据报道,很少有学生在临床教育中实践PCC。两组都认为在跨性别病人护理方面存在能力缺陷。我们建议博士在课程中教授跨性别医疗保健,并寻求专业发展以创造有意义的教育体验。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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