Transgender health in medical education |
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| Authors: | Tommy Hana Kat Butler L Trevor Young Gerardo Zamora June Sing Hong Lam |
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| Institution: | aFaculty of Medicine, University of Toronto, Toronto, Ontario, Canada.;bGender, Equity and Human Rights Team, World Health Organization, Geneva, Switzerland.;cCentre for Addiction and Mental Health, 60 White Squirrel Way, Toronto, M6J 1H4, Ontario, Canada. |
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| Abstract: | Transforming our world the 2030 agenda for sustainable development is working towards a world that reflects equity, with universal respect for human dignity, pledging to leave no one behind. However, transgender and gender-diverse individuals experience significant health inequities, including negative health outcomes and multiple barriers to accessing care. In this article, we first highlight the health inequities that transgender and gender-diverse people face globally. We describe important aspects of transgender and gender-diverse health care, including the design and provision of health services, epidemiological considerations, transition-related care, changes in transition-related goals, cultural considerations, and political and legal issues. We then review the existing global literature on incorporating transgender health into medical curricula. We make a case for prioritizing improved education in medical schools on the specific health needs of transgender and gender-diverse people as part of addressing global health inequities in care. Our recommendations for comprehensive education on transgender health include cultural humility and anti-oppression training; involvement of transgender and gender-diverse community members; integration of transgender and gender-diverse health into curricula; practice-focused and in situ training; staff development in medical schools; and improving access to careers in medicine for transgender and gender-diverse people. |
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