Advancing Inclusion of Transgender Identities in Health Professional Education Programs: The Interprofessional Transgender Health Education Day.

Purpose: The purpose of this study was to explore the impact of an Interprofessional Transgender Health Education Day (ITHED) on student knowledge and attitudes towards the transgender population.

Methods: This mixed-methods study involved a pre-test and post-test survey administered to students (n=84 pre-test and n=66 post-test) in four health professional education programs (medicine, family therapy, speech, language, and hearing sciences, nutrition and dietetics.) surrounding participation in the ITHED. Differences in total and subscale scores of the Transgender Knowledge, Attitudes and Beliefs (T-KAB) before and after participation in the ITHED scale were analyzed using independent samples t-tests; qualitative responses were analyzed using a thematic, inductive process.

Results: Independent samples t-tests revealed no significant differences in pre- and post-ITHED total T- KAB scores, the three subscales, or for those who reported previous training, clinical experience, and regular contact with transgender individuals. Qualitative themes included: enthusiasm for learning about transgender health; need for healthcare providers to provide excellent care for transgender patients; and power of learning directly from the transgender community.

Conclusions: Though participation in the ITHED did not result in significant changes in T-KAB scores, participants demonstrated high baseline T-KAB scores and expressed strong enthusiasm for learning about transgender health. Positioning transgender voices at the forefront of the education can foster a powerful student learning experience and honor ethical guidelines.