Fostering Equity: Assessing Access to Transgender Health Education in US Medical School Curricula

Abstract

Purpose

Medical educators have increasingly advocated for the importance of training medical students in the care of transgender and gender diverse (TGD) patients, as the paucity of TGD-specific education among medical students may perpetuate inequities in care. However, little is known about medical students' current exposure to TGD care. The purpose of the study was to characterise the current exposure of TGD care within undergraduate medical education across the United States and Puerto Rico.

Method

Medical students from accredited allopathic (160) and osteopathic (60) medical schools in the United States and Puerto Rico were invited to participate in an anonymous survey between January 2024 and April 2024. The survey included questions relating to student exposure to several components of TGD care and their perceived importance of receiving such training.

Results

In total, 461 students from 20 medical schools submitted at least partial responses to the survey. Overall, 68.2% (311/456) of students reported that their school's curriculum had explicit didactic training in the care of TGD patients, and only 33.0% (150/455) reported that their school's curriculum had explicit clinical training. Additionally, 78.4% (344/439) of students perceived receiving such training as very important after starting medical school.

Conclusions

While many medical students reported having explicit didactic training inclusive of TGD patients, clinical exposure is overall lacking. Most medical students endorsed the importance of training in the care of TGD patients. Medical school curricula should incorporate more dedicated didactic and clinical training in the care of TGD patients to better serve the TGD population.