CEs: 0.5 Art
Transgender health competency among medical students and clinicians remains poor, while research into Transgender health education in US medical schools is lacking. Currently, Transgender medical education is largely composed of one-time attitude and awareness-based interventions that suffer methodologically. Consensus in the existing literature supports educational efforts to shift toward pedagogical interventions that are interactive, longitudinally integrated, and clinical skills based. This presentation explores the state of Transgender health education at a NYC-based medical school and the role of visual technology in building a more robust Transgender health curriculum. All medical students at the Icahn School of Medicine at Mount Sinai were surveyed in Fall 2019 to assess knowledge and comfort of 9 Transgender health topics, as well as perceived integration into coursework. Of the 9 domains queried, students feel least comfortable with Transgender-specific medical interventions, gender affirmation surgeries, and Intersex healthcare. Of note, 67% of 4th year med students and 53% of 3rd year med students believe preclinical curricula to be either “very poor,” “poor,” or “fair.” In addition, students expressed a wide range of preferred learning styles, with almost equal distribution preferring looking at images, drawing, talking, writing, and listening. Drawing upon my background in illustration and on-the-ground experience as a currently enrolled medical student, I developed and illustrated an interactive Captivate module. This highly-visual learning tool expands upon existing content in the curriculum and also introduces new material, connecting concepts in Embryology to contemporary medical and surgical options for Transgender and Gender Nonconforming people. In March 2020, the module will be introduced to medical students in the “Sex and Reproductive Health” course, and its efficacy assessed. Based on preliminary data, we hypothesize that 1) careful, structured use of images will improve attention, cognition, and memory of core Transgender health principles, and 2) wide collaboration among students, faculty, and patients is key to properly teaching Transgender healthcare.
James Young was born and raised in Shreveport, LA and is currently a 4th year medical student at the Icahn School of Medicine at Mount Sinai in New York, NY. He completed his undergraduate education in Providence, RI in the Brown-RISD Dual Degree program, where he studied Illustration at RISD and Science and Society at Brown University. His studies focus on how the human body is constructed biologically, visually, and socio-politically, with career goals bent towards social justice and mental health.