Megan A Eckstein1, Cheyenne C Newsome2, Matthew E Borrego3, Allison Burnett4, Kristina Wittstrom5, Jessica R Conklin6. 1. University of New Mexico Hospitals, 2211 Lomas Blvd NE, Albuquerque, NM 87106, United States. Electronic address: mtoon@salud.unm.edu. 2. Washington State University College of Pharmacy and Pharmaceutical Sciences, PO Box 1495, Spokane, WA 99210-1495, United States. Electronic address: cheyenne.newsome@wsu.edu. 3. University of New Mexico College of Pharmacy, 1 University of New Mexico, MSC 09 5360, Albuquerque, NM 87131, United States. Electronic address: mborrego@salud.unm.edu. 4. University of New Mexico Hospitals, 2211 Lomas Blvd NE, Albuquerque, NM 87106, United States. Electronic address: aburnett@salud.unm.edu. 5. University of New Mexico College of Pharmacy, 1 University of New Mexico, MSC 09 5360, Albuquerque, NM 87131, United States. Electronic address: kwittstrom@salud.unm.edu. 6. University of New Mexico College of Pharmacy, 1 University of New Mexico, MSC 09 5360, Albuquerque, NM 87131, United States. Electronic address: jeconklin@salud.unm.edu.
Abstract
INTRODUCTION: The objectives of this study are to evaluate the extent of transgender-related care in current pharmacy school curricula, identify where transgender-related care is covered in the curriculum, describe how the content is delivered to pharmacy students, and review how student knowledge of transgender-related care is evaluated. METHODS: This cross-sectional study utilized an online survey of curricular contacts of 142 pharmacy schools in the United States. Survey questions regarding transgender-related care were presented as multiple choice, ranking, and free-response. The survey inquired about transgender-related care information taught, teaching methods, hours of education, and student assessment. RESULTS: Of the 66 schools that responded to the survey, 53% indicated that transgender-related education is a topic that is currently addressed somewhere within the curriculum. Twenty-two pharmacy schools incorporate this topic into the didactic curriculum, two into the experiential curriculum, and 10 into both didactic and experiential. Transgender-related care is only taught in the required curriculum of 41.2% of schools that responded to the survey. CONCLUSION: Transgender-related care education is taught to variable degrees throughout US doctor of pharmacy programs. This study should serve as a call to action to incorporate this necessary transgender-related care education and training into pharmacy curricula to effectively reduce health disparities among this population that is increasingly seeking care.
INTRODUCTION: The objectives of this study are to evaluate the extent of transgender-related care in current pharmacy school curricula, identify where transgender-related care is covered in the curriculum, describe how the content is delivered to pharmacy students, and review how student knowledge of transgender-related care is evaluated. METHODS: This cross-sectional study utilized an online survey of curricular contacts of 142 pharmacy schools in the United States. Survey questions regarding transgender-related care were presented as multiple choice, ranking, and free-response. The survey inquired about transgender-related care information taught, teaching methods, hours of education, and student assessment. RESULTS: Of the 66 schools that responded to the survey, 53% indicated that transgender-related education is a topic that is currently addressed somewhere within the curriculum. Twenty-two pharmacy schools incorporate this topic into the didactic curriculum, two into the experiential curriculum, and 10 into both didactic and experiential. Transgender-related care is only taught in the required curriculum of 41.2% of schools that responded to the survey. CONCLUSION: Transgender-related care education is taught to variable degrees throughout US doctor of pharmacy programs. This study should serve as a call to action to incorporate this necessary transgender-related care education and training into pharmacy curricula to effectively reduce health disparities among this population that is increasingly seeking care.
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: Tyler C Melton; William T Johnson; Brittany Tipton; Kelsea G Aragon; Calvin C Daniels; Chelsea Phillips Renfro Journal: Pharmacy (Basel) Date: 2022-06-24
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