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Trans-action going to school: An inter-organization initiative for future medical, health and social care (MHSC) student/practitioners

Dr Zowie DavySenior Lecturer, School of Health and Social CareIntroduction (5 mins) Write your email address on the sheet if you want the slides/outcomes of workshop to be sent to you.

bisexuality and transgender curricula are erased from the curriculum more often than lesbian and gay issues.Medical students receive much less education about trans* issues than those students on courses with social science approaches to health and illness. Recent research has demonstrated that MHSC teachers often do not have the time, skills or inclination to provide an extensive focus on lesbian, gay, bisexual and transgender health issues. Not surprisingly bisexuality and transgender are erased from the curriculum more often than lesbian and gay issues. Other research has drawn attention to the fact that medical curricula inadequately address relevant health care issues, such as transitioning, barriers to care, chronic disease risk and so on, and stereotype transpeople with minimum reflection on the damage that this may cause in health care settings. As a result, the response of the health care system to the needs of these patient groups (and employees) has been minimal. Medical students receive much less education about trans* issues than those students on courses with a more social science approach to health and illness. In spite of the accreditation policies that are benchmarks for practitioner competency, stipulating that diverse communities must be represented in the curriculum, education about trans* issues is dependent upon various practical factors. Whilst this is undoubtedly problematic, it is unhelpful to criticize the erasures without at least providing some potential solutions to the problem of including trans* inclusive teaching in the curriculum. So in the spirit of collaborative working and patient-centrered health care lets try get our heads together and debate what, why and how we can include trans* curricula for future health practitioners.2Workshop Overview (5 Mins)Split into work groups Choose a spokespersonTask 1: DebateFeedbackTask 2: DebateFeedbackI will round-up some of the themes that emerge from each of the groups.

3Task 1 (10 Mins)What areas of Trans* curricula should be included for:Medical students(Doctors, Psychologists, Surgeons etc.)Health students (Nurses, physios, etc.)Social care students(care homes, end of life, social workers etc.)?Why should these curricula be taught?

What level should these be taught at (undergraduate/postgraduate)?

Feedback (10 mins)What curricula?What level?Why?How/with whom?Themes (5 mins)In this section we need to agree on some prominent themesTask 2 (15 mins)What types of research would you offer to students?

How would you provide the curricula?

Who is best qualified to provide the curricula?

Any difficulties in answering the sections?

Feedback (10)What research?How ?Why ?Who?Difficulties in answering ConclusionWe have highlighted some areas that educators need to consider for the inclusion of trans* healthcare issuesI will, from the themes/research/reasons for inclusion develop 3 x 1 hour lectures and 3 x 1 hour seminars for your comments for doctors, health and social care studentsGather feedback from students and analyse alongside your commentsWrite an action learning paper to be disseminated on the CaHRU website.