Assessing the Educational Climate: Transgender Content in Medical Imaging Curricula

Abstract

Objective: The purpose of this mixed-methods study was to gather benchmark data on curricular content related to imaging of transgender patients. In addition, the intent was to explore program directors’ opinions on the need to include this content in the curriculum. Material and Methods: An online survey was emailed to all directors (n = 982) of accredited imaging programs in the United States. Results: In total, 331 (34%) program directors participated in the survey. Fifty-six percent currently do not include this content in their curriculum and 67% reported no discussion of adding the material. There was a modest and significant positive correlation between the program directors’ perceived level of knowledge, regarding imaging transgender patients, and their perceived importance of including this material in the curriculum ( r = 0.370; P < .001). Positive (55%), negative (7%), and neutral themes (38%) emerged from the qualitative data analysis. Conclusion: These findings were consistent with literature regarding a lack of curriculum specific to transgender patients. Program directors recognized the need to include this content, although barriers exist related to readiness to implement, limited faculty knowledge with the material, and lack of educational resources. Program directors are seeking strategies and resources to guide the integration of this material into the curriculum.