Utilizing Storytelling to Impact Faculty Attitudes and Beliefs About Transgender People

Health care education about transgender/gender-diverse (TGD) individuals is often lacking regarding the complex care of these patients. This educational research initiative aimed to assess the pedagogical impact of digital first-person narratives/storytelling (DST) on health care faculty to illuminate the particular health care needs of TGD patients. In a continuing education offering, empathy, self-knowledge, self-reflection, and bias-reduction were promoted while evaluating attitudes and beliefs of clinical faculty using a valid pre- and post- tool. Qualitative statements from volunteer faculty provided more context to their ratings and to note comfort level when thinking about teaching about the care of gender-diverse patients as well as interest in using DST with future students. This study lacked a significant change in measured attitudes and beliefs from volunteer faculty participants, but a strong articulation of greater comfort level and satisfaction with using DST as a tool and a commitment to teaching about the care of TGD patients and families.