Use of an Educational Video to Improve Transgender Health Care Knowledge

Primary care providers have a lack of training in transgender and nonbinary (TNB) health. This gap in clinician knowledge of TNB care is prevalent, particularly because TNB health has yet to gain widespread exposure in medical school curricula and residency training.1-3 Among Canadian and U.S. medical schools, a median of 5 hours is dedicated to lesbian, gay, bisexual, transgender, and queer (LGBTQ) health.4 Medical student knowledge of TNB health may be less than that of lesbian, gay, and bisexual health.5 However, 85% of surveyed medical students demonstrated a strong interest in LGBTQ-specific training.2 TNB patients’ perceptions of provider knowledge significantly impact their health and how they navigate the healthcare system. Nearly one-quarter of TNB individuals have delayed or avoided engaging with medical care due to fear of gender identity-based mistreatment from providers with insufficient TNB health training.6 Therefore, there is a crucial need in order to facilitate the education of primary care providers on TNB health who are currently in practice. This includes how to provide an affirming environment for TNB patients,7 use of affirming language8 and correct name and pronous,9,10 and having confidential time with their patients to discuss their gender identity.9 Video learning has numerous benefits, including concisely presenting information, simplifying complex concepts, effectively holding learner attention, and improving learner retention.11,12 Online videos are also more accessible than in-person trainings for learners in diverse geographic locations. Brief video interventions designed to fill educational gaps have been shown to improve topic-specific knowledge and self-efficacy.13 The aim of this pilot study was to deliver a novel educational video intervention on TNB health and assess the impact of this intervention on viewers’ knowledge and perceptions of TNB health.