Transgender health in medical education

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Abstract

Standing in front of senior colleagues is a daunting experience. But when you are trying to educate people on a topic you hold close to your heart, this adds another dimension of concern. Will they listen? Will they judge? As a foundation year 1 doctor (intern), Laura organised a teaching programme on transgender awareness for health care professionals (HCPs). Through the experiences of a loved one, transgender health care became a significant part of her life. Seb's interest developed through Laura's enthusiasm for transgender health— noted whilst working together on other projects within medical education. We both identify as cisgender individuals— identifying by biological sex assigned at birth. We graduated from medical school within the last 5 years and are involved in medical education. Laura is a foundation year 2 doctor with an interest in transgender health care. Seb is an honorary clinical lecturer at Brighton and Sussex Medical School with teaching and research responsibilities. As undergraduates we were naive to the fact that transgender individuals make up 0.6% of the UK population.1 Despite this prevalence, we received no training on transgender health. We qualified with knowledge of rare diseases but knew nothing about this important subpopulation. Transgender individuals are known to have problems accessing health care. In a recent Stonewall survey, 41% of transgender individuals reported that HCPs lacked understanding of their needs, and 7% reported having been refused health care altogether due to their LGBTQ+status.2 These are worrying statistics, which suggest a lack of understanding by HCPs. No one should be denied health care as a result of who they are. Given our influence over the shaping of tomorrow's doctors, we have a moral duty as medical educators to help tackle such inequalities. Transgender individuals are known to have problems accessing health care.