OBJECTIVES: 1) To measure the general perceptions and attitudes of community pharmacy residents toward transgender patients and health; 2) to identify gaps in didactic education regarding transgender health care among residents; and 3) to evaluate residents' level of support for pharmacists receiving education in transgender health care. METHODS: This study was a cross-sectional survey delivered online. Community residency directors were e-mailed a cover letter and a 34-question online survey. The directors were asked to forward the survey to their residents for completion within 4 weeks. Responses were anonymous with no identifiers collected on the survey. Survey responses used a combination of open-response, multiple-choice, and Likert-scale questions aimed at gathering respondents' demographic information, perceptions of managing transgender patients and the need for receiving additional education in transgender health care. RESULTS: Overall, the results of the survey indicated that community pharmacy residents support integrating transgender health management into pharmacy education and recognize that the overwhelming barriers to care for these patients include discrimination and lack of provider knowledge. Significant findings include: 82.7% of community residents think that community pharmacists play an important role in providing care for transgender patients; 98.2% think that they have a responsibility to treat transgender patients; and 71.4% were not educated about transgender patient issues in pharmacy school. Only 36.2% of community residents felt confident in their ability to treat transgender patients. CONCLUSION: Community pharmacy residents list discrimination and lack of provider knowledge as the major barriers to care for transgender patients. Residents do not feel confident in their ability to treat and manage transgender patients. The majority of residents were not educated about transgender patient issues while in pharmacy school and think that community pharmacists need more education in this area. Residents support integrating transgender health education into continuing education programs and pharmacy school curricula.
OBJECTIVES: 1) To measure the general perceptions and attitudes of community pharmacy residents toward transgender patients and health; 2) to identify gaps in didactic education regarding transgender health care among residents; and 3) to evaluate residents' level of support for pharmacists receiving education in transgender health care. METHODS: This study was a cross-sectional survey delivered online. Community residency directors were e-mailed a cover letter and a 34-question online survey. The directors were asked to forward the survey to their residents for completion within 4 weeks. Responses were anonymous with no identifiers collected on the survey. Survey responses used a combination of open-response, multiple-choice, and Likert-scale questions aimed at gathering respondents' demographic information, perceptions of managing transgender patients and the need for receiving additional education in transgender health care. RESULTS: Overall, the results of the survey indicated that community pharmacy residents support integrating transgender health management into pharmacy education and recognize that the overwhelming barriers to care for these patients include discrimination and lack of provider knowledge. Significant findings include: 82.7% of community residents think that community pharmacists play an important role in providing care for transgender patients; 98.2% think that they have a responsibility to treat transgender patients; and 71.4% were not educated about transgender patient issues in pharmacy school. Only 36.2% of community residents felt confident in their ability to treat transgender patients. CONCLUSION: Community pharmacy residents list discrimination and lack of provider knowledge as the major barriers to care for transgender patients. Residents do not feel confident in their ability to treat and manage transgender patients. The majority of residents were not educated about transgender patient issues while in pharmacy school and think that community pharmacists need more education in this area. Residents support integrating transgender health education into continuing education programs and pharmacy school curricula.
Authors: Sarah Alexandra Marshall; Mary Kathryn Allison; Mary Kathryn Stewart; Noel D Thompson; Dani S Archie Journal: Transgend Health Date: 2018-12-18
Authors: Jurynelliz Rosa-Vega; Edgar Carlo; Andrés Rodríguez-Ochoa; Jonathan Hernández-Agosto; Darlene Santiago Quiñones; Damián Cabrera-Candelaria; Carlos E Rodríguez-Díaz; Kyle Melin Journal: Pharm Pract (Granada) Date: 2020-12-14
Authors: M Kathryn Allison; S Alexandra Marshall; Dani Smith Archie; Taylor Neher; Gray Stewart; Michael E Anders; M Kathryn Stewart Journal: Transgend Health Date: 2019-10-25
Authors: Jonathan Hernández-Agosto; Kyle Melin; Jurynelliz Rosa-Vega; Edgar Carlo-Frontera; Andrés Rodríguez-Ochoa; Darlene Santiago-Quiñones Journal: Int J Environ Res Public Health Date: 2020-10-01 Impact factor: 4.614