Patient-reported outcome measures for paediatric gender-affirming care: A systematic review

Outcome measurement for gender-affirming care in Canada: a systematic review

INTRODUCTION

Gender-affirming care (GAC) includes interventions aimed at supporting an individual's gender identity. Canada is experiencing an increase in referrals for GAC, higher than any other health service; therefore, there is a need for a systematic approach to health outcome measurement to effectively evaluate care. This review aims to analyse health outcome measurement in Canadian GAC, focusing on what is measured, how it is measured and associated barriers and enablers.

METHODS

A comprehensive search was conducted in MEDLINE, Embase, PsycINFO, Scopus and CINAHL, up to 26 December 2023. Inclusion criteria were original articles involving transgender or gender-diverse (TGD) patients receiving gender-affirming care in Canada.

RESULTS

A total of 4649 articles were identified with 64 included, representing 6561 TGD patients. Most studies were conducted in Ontario (52%), British Columbia (19%) and Quebec (11%). The most common forms of GAC provided were hormonal (36%) and surgical (27%). Barriers to outcome measurement include that most studies (61%) did not use patient-reported outcome measures (PROMs). When PROMs were used, most did not capture gender-related constructs (eg, gender dysphoria). Barriers to accessing care included stigma, discrimination, lack of clinician knowledge, geographic, socioeconomic and institutional barriers.

CONCLUSION

This review reveals gaps in outcome measurement for GAC, particularly underutilisation of PROMs and inconsistent outcome measurement and reporting. There is a need to systematically implement PROMs, including those measuring gender-related constructs, to promote patient-centred care. This review provides evidence-based recommendations for improving health outcomes for TGD individuals in Canada.

Gender-affirming care education in pharmacy: a scoping review protocol of practices in Canada and the USA

INTRODUCTION

Gender-affirming care refers to a range of social, psychological, medical and/or surgical interventions provided to affirm one's gender. Pharmacists play a key role in gender-affirming care and are involved with choosing optimal treatments, monitoring progress/side-effects and providing education. However, it is currently unknown what gender-affirming care education is provided to pharmacy students and pharmacists according to information available in published literature. This is important to identify potential education gaps in pharmacy curricula and an understanding of the current state of gender-affirming care education in pharmacy.

METHODS AND ANALYSIS

This scoping review protocol follows guidance from Arksey and O'Malley and Levac and colleagues. The population, concept and context framework are used to specify the research question and subsequently the search strategy. Database searching will occur across four databases: Medline, Embase, APA PsycINFO and Scopus; with the search date ranging from inception to 1 January 2025. Eligible studies will include pharmacy students or pharmacists, and examine the presence of gender-affirming care pharmacy education in Canada and the USA. There are no restrictions to date. Article screening and extraction will occur independently and in duplicate. Educational interventions, gender-affirming care content and recommendations extracted from each article will be narratively synthesised. This work is undertaken with patients and public involvement.

ETHICS AND DISSEMINATION

Ethical approval is not required as this is a review of published studies and does not collect any human data. Results will be disseminated through a peer-reviewed publication and conference presentations.

Transgender and Gender Diverse Medical Education in Radiology: A Systematic Review

RATIONALE AND OBJECTIVES

Physicians report a lack of Transgender and Gender Diverse (TGD) health competency for medical imaging. This knowledge gap contributes to negative medical imaging experiences, discrimination, stigma, and diagnostic errors for TGD individuals. Medical education plays an important role in improving this. However, the current landscape and gaps in TGD medical education in radiology is underexplored. We aimed to fill the knowledge gap on the current state of TGD medical education in radiology.

MATERIALS AND METHODS

A PRISMA and SWiM guideline-compliant systematic review on TGD medical education in radiology was performed. Four databases were searched: Medline, Embase, Web of Science, and Scopus from inception to May 13, 2024. Article screening and extraction occurred independently and in duplicate. Narrative synthesis was performed on TGD medical education material in radiology, educational recommendations, barriers/enablers to education, and current guidelines.

RESULTS

A total of 4360 records were identified with 76 articles included. Most articles (52, 68%) were from the United States. Most articles aimed to provide recommendations for TGD medical education in radiology (53, 69.7%). Some articles focused on developing medical education (7, 9.2%), evaluating medical education (7, 9.2%), evaluating guidelines (8, 10.5%), or developing guidelines (3, 4%). Identified TGD medical education in radiology is inconsistent, focusing on terminology guides, clinical scenarios, and cultural sensitivity workshops. Many current guidelines for TGD medical imaging were developed through extrapolation of guidance for cisgender patients, demonstrating limited relevance and meaningfulness for TGD patients.

CONCLUSION

This systematic review identifies a need to develop consistent TGD medical educational material in radiology in partnership with TGD patients to cover patient perspectives and guidance for medical imaging considerations. Results can be used to identify TGD medical education resources in radiology which may be helpful, and guide development of future medical education.

Practical guide to implementing patient-reported outcome measures in gender-affirming care: evaluating acceptability, appropriateness and feasibility

OBJECTIVE

Assess acceptability, appropriateness and feasibility of the Practical Guide to Implementing patient-reported outcome measures (PROMs) in Gender-Affirming Care (PG-PROM-GAC) from a sample of patients and healthcare professionals.

DESIGN

Cross-sectional study conducted August-October 2023.

SETTING

Participants were recruited from a National Health Service (NHS) gender clinic.

PARTICIPANTS

Patient participants seeking care and healthcare professionals working at an NHS gender clinic were eligible for participation. The PG-PROM-GAC was sent to participants via email for review.

OUTCOME MEASURES

Three validated tools to measure acceptability, appropriateness and feasibility were administered: the acceptability of intervention measure (AIM), intervention appropriateness measure (IAM) and feasibility of intervention measure (FIM). The percentage of participants indicating agreement or disagreement with items on the AIM, IAM and FIM was calculated.

RESULTS

A total of 132 transgender and gender diverse (TGD) patients (mean age, SD: 33, 14) and 13 gender-affirming healthcare professionals (mean age, SD: 43, 11) completed the AIM, IAM and FIM, representing a range of gender identities. The cumulative percentage of patients indicating agree or strongly agree on the AIM, IAM and FIM for the patient-relevant strategies in the PG-PROM-GAC was over 50% for each item. The cumulative percentage of patients indicating disagree or strongly disagree on the AIM, IAM and FIM for the PG-PROM-GAC was less than 20% for each item. The cumulative percentage of healthcare professionals indicating agree or strongly agree on the AIM, IAM and FIM for the healthcare professional-relevant strategies in the PG-PROM-GAC was over 38% for each item. The cumulative percentage of healthcare professionals indicating disagree or strongly disagree on the AIM, IAM and FIM for the PG-PROM-GAC was less than 15% for each item.

CONCLUSIONS

Gender-affirming healthcare professionals and TGD patients find the PG-PROM-GAC acceptable, appropriate and feasible. The PG-PROM-GAC is ready-to-use for clinicians, policy-makers and researchers committed to service improvement for gender-affirming care.