Resources:
(1) Willging C, Gunderson L, Shattuck D, Sturm R, Lawyer A, Crandall C. Structural
competency in emergency medicine services for transgender and gender non-conforming
patients. Soc Sci Med. 2019 Feb; 222:67-75. Epub 2018 Dec 24. PMID: 30605801. doi:
10.1016/j.socscimed.2018.12.031
(2) McPhail, D, Rountree-James M, Whetter I. Addressing gaps in physician knowledge
regarding transgender health and healthcare through medical education. Can Med Ed J.
2016 Oct; 4(2); e70-e78. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5344057/.
Accessed Jan 24, 2020.
(3) Samuels, E, Tape, C, Garber, N, Bowman, S, Choo, EK. “Sometimes You Feel Like A
Freak Show”: A Qualitative Assessment of Emergency Care Experiences Among
Transgender and Gender-Nonconforming Patients. Annals of Emergency Medicine. 2018;
71 (2): 170-182.el. https://doi.org/10.1016/j.annemergmed.2017.05.002. Accessed
February 10, 2021.
(4) Korpaisarn S, Safer, JD. Gaps in transgender medical education among healthcare
providers: A major barrier to care for transgender persons. Rev Endocr Metab Disord.
2018 Sep; 1(3):271-275. doi: 10.1007/s11154-018-9452-5.
(5) Chisolm-Straker M, Jardine L, Bennouna C, et al. Transgender and Gender
Nonconforming in Emergency Departments: A Qualitative Report of Patient Experiences.
Transgend Health. 2017;2(1):8-16. Published 2017 Feb 1. doi:10.1089/trgh.2016.0026
(6) Feldman J, Brown GR, Deutsch MB, et al. Priorities for transgender medical and healthcare research. Curr Opin Endocrinol Diabetes Obes. 2016;23(2):180-187. doi:10.1097/MED.0000000000000231 (7) Hidalgo MA, Ehrensaft D, Tishelman AC, et al. The gender affirmative model: What we know and what we aim to learn. Hum Dev. 2013;56(5):285-290. https://une.idm.oclc.org/login?url=https://www.proquest.com/scholarly-journals/gender-affirmative-model-what-we-know-aim-learn/docview/1460518680/se-2. doi: http://dx.doi.org/10.1159/000355235.
(8) Tervalon, M, Murray-Garcia, J. Cultural humility versus cultural competence: a critical distinction in defining physician training outcomes in multicultural education. Journal of Health Care for the Poor and Underserved. 1998 May; 9 (2); 117-125.
Take Away Points:
Transgender specific care is not regularly taught in undergraduate or
graduate medical education although its inclusion can enhance both
physician and patient interaction
Transgender specific care encompasses practices in cultural humility, gender
affirmation, and medical knowledge specific to transgender or gender diverse
populations
Gender-affirming model of care recognizes a spectrum of gender expression
and that gender identity as individual, fluid, and non-pathologic
Cultural humility is a life-long practice of learning about others, informed in
part by recognizing personal biases
Always refer to patient, including their name gender, pronouns, and body
parts, using the same terms that they describe for themselves
There are special considerations for physical examinations for transgender
patients