Kevin R Clark1, Beth L Vealé2. 1. Department of Diagnostic Imaging, The University of Texas MD Anderson Cancer Center, Houston, TX, USA. Electronic address: krclark@mdanderson.org. 2. Department of Radiologic Sciences, Midwestern State University, Wichita Falls, TX, USA.
Abstract
INTRODUCTION: Imaging science technologists care for diverse populations of individuals and need to be adequately prepared to provide optimal patient care that reduces any potential disparities among these individuals. In particular, exposure to transgender individuals is increasing in today's society. The purpose of this research study was to examine the extent to which transgender-related content is taught in radiography programs in the United States by surveying educators to assess their knowledge of, experience with, and readiness to teach such content. METHODS: A survey was designed to determine radiography educators' knowledge of, awareness of, and preparedness to teach imaging considerations related to transgender individuals. A total of 325 radiography educators participated in this study. RESULTS: The results suggested that transgender-related content is not being consistently taught in radiography programs in the United States. Radiography educators are limited in their preparedness (readiness) to teach the imaging considerations related to transgender patients; however, they believe it is important to incorporate such content in the radiography curriculum. A weak negative correlation was identified between educators' perceived level of importance of incorporating transgender-related content and their years of teaching experience. DISCUSSION: Although most of the participants in this study indicated they would be comfortable teaching transgender-related content in their radiography programs, their knowledge and awareness of the unique imaging considerations related to transgender individuals were limited. There is a need for professional development training programs and continuing education opportunities to assist radiography educators in teaching and delivering transgender-related content in the radiography curriculum in the United States. CONCLUSION: Instruction pertaining to the imaging considerations of transgender individuals is limited in radiography programs in the United States. Future research is warranted to further investigate this topic.
INTRODUCTION: Imaging science technologists care for diverse populations of individuals and need to be adequately prepared to provide optimal patient care that reduces any potential disparities among these individuals. In particular, exposure to transgender individuals is increasing in today's society. The purpose of this research study was to examine the extent to which transgender-related content is taught in radiography programs in the United States by surveying educators to assess their knowledge of, experience with, and readiness to teach such content. METHODS: A survey was designed to determine radiography educators' knowledge of, awareness of, and preparedness to teach imaging considerations related to transgender individuals. A total of 325 radiography educators participated in this study. RESULTS: The results suggested that transgender-related content is not being consistently taught in radiography programs in the United States. Radiography educators are limited in their preparedness (readiness) to teach the imaging considerations related to transgender patients; however, they believe it is important to incorporate such content in the radiography curriculum. A weak negative correlation was identified between educators' perceived level of importance of incorporating transgender-related content and their years of teaching experience. DISCUSSION: Although most of the participants in this study indicated they would be comfortable teaching transgender-related content in their radiography programs, their knowledge and awareness of the unique imaging considerations related to transgender individuals were limited. There is a need for professional development training programs and continuing education opportunities to assist radiography educators in teaching and delivering transgender-related content in the radiography curriculum in the United States. CONCLUSION: Instruction pertaining to the imaging considerations of transgender individuals is limited in radiography programs in the United States. Future research is warranted to further investigate this topic.