Online Learning Modules Improve Confidence in Providing Gender Affirming Care for Youth
Author Information
Author(s): Juanita K. Hodax, Nicole F. Kahn, Julia M. Crouch, Janis L. Sethness, Kevin M. Bocek, Catherine Sumerwell, Gina M. Sequeira
Primary Institution: Seattle Children’s Hospital
Hypothesis
The study aimed to explore changes in provider confidence and behaviors following the implementation of an online learning course focused on gender affirming care for youth.
Conclusion
Online learning modules may be an effective means of educating a large number of healthcare providers about caring for gender diverse youth in a variety of settings and across disciplines.
Supporting Evidence
- Participants were significantly more confident in all aspects of care provision when comparing pre-surveys and post-surveys.
- Improvements in confidence were sustained at 3-month follow-up after module completion.
- Modules did not result in self-reported behavior change regarding provision of gender affirming hormones or puberty blockers.
Takeaway
The study found that online courses can help doctors feel more confident in helping young people who are exploring their gender identity.
Methodology
Participants completed pre-surveys, post-surveys, and a 3-month follow-up survey to assess changes in confidence and behaviors related to gender affirming care.
Potential Biases
Self-reported assessments of confidence and behavior may have inherent bias.
Limitations
Low completion rate of the 3-month follow-up survey and lack of detailed demographic information from participants.
Participant Demographics
Participants included a diverse range of healthcare providers from various states, with notable representation from mental health providers and community health workers.
Statistical Information
P-Value
p<0.001
Statistical Significance
p<0.001
Digital Object Identifier (DOI)
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