Understanding and Improving Physicians' Competency in Gender-Affirming Care in East Tennessee
Abstract
Many physicians identify insufficient education as a barrier to providing gender-affirming care (GAC), highlighting the need for ongoing education to improve gender diverse individuals’ healthcare. This study evaluated the impact of an educational intervention on physicians’ knowledge, confidence, and beliefs regarding GAC. In this study, family medicine residents and attending physicians participated in an evidence-based GAC lecture. Participants completed surveys, containing both structured items and open-ended questions, aimed at evaluating changes in knowledge, confidence, and beliefs regarding GAC. Participants immediately completed the pre-survey and first post-survey, then repeated the post-survey after 1 and 6 months to assess retention of educational material and competency providing GAC. Inclusion criteria required attendance at one of four scheduled lectures. Data were analyzed using chi-square tests of independence for survey responses and independent samples t-tests for total knowledge score. Current findings show improvement in physician confidence across multiple HRT domains, increase in overall GAC knowledge, and unchanged beliefs among participants, suggesting that educational intervention could expand GAC within family medicine residency programs. One-month and 6-month follow-up data are still being collected and will provide further insight into retention of educational material.
Start Time
15-4-2026 1:30 PM
End Time
15-4-2026 4:30 PM
Room Number
Culp Ballroom 316
Poster Number
65
Presentation Type
Poster
Student Type
Graduate and Professional Degree Students, Residents, Fellows
Faculty Mentor
Morgan Buda
Understanding and Improving Physicians' Competency in Gender-Affirming Care in East Tennessee
Culp Ballroom 316
Many physicians identify insufficient education as a barrier to providing gender-affirming care (GAC), highlighting the need for ongoing education to improve gender diverse individuals’ healthcare. This study evaluated the impact of an educational intervention on physicians’ knowledge, confidence, and beliefs regarding GAC. In this study, family medicine residents and attending physicians participated in an evidence-based GAC lecture. Participants completed surveys, containing both structured items and open-ended questions, aimed at evaluating changes in knowledge, confidence, and beliefs regarding GAC. Participants immediately completed the pre-survey and first post-survey, then repeated the post-survey after 1 and 6 months to assess retention of educational material and competency providing GAC. Inclusion criteria required attendance at one of four scheduled lectures. Data were analyzed using chi-square tests of independence for survey responses and independent samples t-tests for total knowledge score. Current findings show improvement in physician confidence across multiple HRT domains, increase in overall GAC knowledge, and unchanged beliefs among participants, suggesting that educational intervention could expand GAC within family medicine residency programs. One-month and 6-month follow-up data are still being collected and will provide further insight into retention of educational material.
