Enhancing Provider Comfort toward Gender Pronouns and Routine Care for Gender-Diverse Populations: A Postcurriculum Analysis.

Abstract

This study evaluates the effectiveness of a novel training curriculum on providers' comfort levels in using gender pronouns (GP) and providing routine care to the gender-diverse population (GDP) by reducing perceived barriers. This interventional study employs a pretest-posttest survey analysis to assess the curriculum administered to consenting physicians and residents in the Department of Pediatrics. Using the Kern Model, a curriculum comprising 7 grand round lectures and 1 focus group session was developed and conducted by expert medical speakers and external advocacy organizations. Based on Social Learning Theory, representative materials such as badges and signage were incorporated. Data analysis was performed using mean percentages for descriptive data and chi-square tests for significance. Survey response rates were 78% for the pretest and 85% for the posttest, with 44 and 48 respondents, respectively. Postcurriculum, comfort levels in using GP significantly increased among residents (P = .024), with a positive shift toward participating in routine care for GDP. Perceived barriers, such as "lack of knowledge/competency/training" and "fear of making a mistake," decreased markedly, with a significant rise in respondents reporting "no barriers" (P = .03). Providers reported the curriculum positively impacted their practice and knowledge, with no negative responses recorded. Our findings demonstrate the curriculum's effectiveness in improving provider comfort and reducing barriers, with the potential to improve competency and initiate a culture shift in a previously hesitant or uninformed population.