Description
This package includes access to the following CME modules:
- Intersectionality & Deep Histories (Module 1 - video also available by clicking "View Enduring Material" below)
- Transgender Primary Care Best Practices (Module 3)
- Ethical Dilemmas of Gender Diverse Youth Care (Module 5)
- WPATH Standards of Care for Gender Diverse Youth (Module 6)
Today, there is a great deal of controversy and misinformation about transgender and nonbinary healthcare needs, barriers to care, and evidence-based best practices. To combat disinformation, promote cultural humility, and empower providers and practitioners to better serve gender diverse communities, the Transgender & Nonbinary Evidence-Based Best Practices and Historical Context CME combines four separate educational modules from the LGBTQ+ Healthcare series into one package.
Specifically, learners will begin with Module 1, where Dr. Shannon Winnubst (they/she) provides a humanistic analysis of healthcare experiences of LGBTQIA+ patients throughout modern medical history. Next, you’ll explore LGBTQ+ care shortages and best practices relative to Transgender Primary Care with Nathan Levitt, FNP (he/him). Lastly, learners will engage with two modules lectured by Dr. Scott Leibowitz (he/him) regarding the ethical dilemmas and standards of care for gender diverse youth.
Dates and Times
End Date: 4/13/2029
Objectives
Module 1:
1. The successful student will advocate for SGM identities and communities in the fields of healthcare.
a. Identify and construct modalities of care that uplift and honor SGM identities in the fields of healthcare.
b. Disrupt practices that marginalize or harm SGM persons in the fields of healthcare.
2. The successful student will understand SGM identities as intersectional and historicized.
a. Define intersectionality.
b. Define heteronormativity and cisnormativity.
c. Describe identities as historically and culturally constructed.
d. Map categories of sexuality and gender to other social differences and hierarchies of power.
3. The successful student will understand that sexuality and gender are constituted and contested through race, ethnicity, settler colonialism, and the transatlantic slave trade.
a. Critique and historicize binary constructions of sexuality and gender as legacies of settler colonialism and the transatlantic slave trade.
b. Recognize that gender and sexuality continue to expand and change historically and culturally.
c. Articulate the impact of scientific racism and sexology on the medical practices involving SGM individuals and communities.
4. The successful student will practice cultural humility in their everyday healthcare practice with all patients.
a. Recognize local and national LGBTQ+ resources that you can utilize in your practice and share with your community.
b. Engage self-criticism and self-reflection as an ongoing, iterative process to recognize and disrupt one’s cultural and personal biases.
c. Examine one’s healthcare practices, space, and bureaucratic forms for heteronormative and cisnormative biases.
Module 3:
1. Identify and evaluate strategies to address barriers to care and promote health equity for transgender/non-binary individuals within healthcare
2. Demonstrate a foundational knowledge of the terms and language used in the transgender/non-binary community
3. Identify ways to incorporate intersectionality, gender, and health justice into health professional education and clinical care
4. Understand social, clinical, and interpersonal dynamics that improve mental health and quality of life for transgender/non-binary populations
5. Describe ways to create inclusive healthcare environments for transgender/non-binary communities.
Module 5:
1. Recognize the trends in the field of gender care for minors and their relevance for clinical practice.
2. Summarize the most salient ethical debates in the field of gender care for minors.
3. Understand the effects of medical treatments used for gender care in minors.
4. Recognize the relevance and importance of understanding trends on detransition and regret in the field of gender care for minors.
5. Understand the evidence base and its clinical relevance in the approach to managing gender dysphoria in adolescents.
Module 6:
1. Contextualize the historical evolution of gender care for trans minors.
2. Define and understand the concepts of gender literacy, gender care literacy, & relevance.
3. Summarize the recommendations of the Standard of Care 8th Edition international guidelines for Transgender & Gender Diverse (TGD) adolescents.
4. Appreciate the approach to co-occurring mental health entities in TGD youth.
5. Understand the impact of political intrusion into gender care for minors.
Accreditation Statement
The Ohio State University is accredited by the Accreditation Council for Continuing Medical Education (ACCME®) to provide continuing medical education for physicians.
AMA Credit Designation Statement
The Ohio State University designates this enduring material for a maximum of 7.50 AMA PRA Category 1 Credit(s) ™. Physicians should only claim credit commensurate with the extent of their participation in the activity.