1. Transgender/Trans* Health
Health Care Provider Education

2. Summary of Outcomes for Trans Health Care Provider Education
Working Group defined standards of care to be the most up to date version of the WPATH.
Definition for Health Care Provider: Generally publicly funded, holding professional association membership, and consisting of Medical Doctors, Nurses, Pharmacists, may also include social workers, councillors
1. Increase health provider knowledge of trans* Standards of Care
This may be broken out into two specific areas of focus
Monitoring of already initiated therapy ;
Initiation of the therapy by the provider.
Potentially, GPs may be more comfortable with supporting already initiated therapy as opposed to initiating the therapy themselves. The overall goal is for improvement in both areas.
2. Increase GP & NP comfort/knowledge/ability in initiating and monitoring hormone therapy in adults (link with Primary Care Access/Consultation)
Healthcare provider” should also include Social service Provider, supporting staff, and Students in Health
Vision for “Trans Cultural Competency “Modules” to target specific groups and subject matter.
3. Increase health care provider understanding of trans* inclusive policy and practice (including non-binary gender identities

3. The Group Reviewed and Ranked Current and New Education methods
High Impact = Highly Scalable + Effective Education Method
The Working Group Focused on improving and developing the High Impact Education Methods
TCS
Med School
Online “HUB”
Race Line
TCC & List Service

4. Summary of Recommendations for Trans Health Care Provider Education
1. Trans Cultural Safety Online Education Modules
2. Inclusion Trans Education into Medical School Curriculum
3. Central online “Hub” of Clinical Leaning information
4. Improvements to Race Line
5. Trans Clinical Care Group & List Service

5. Interrelationships between Outcomes and Recommendations
1. Increase health provider knowledge of trans* Standards of Care
1. Trans Cultural Safety Online Education Modules
2. Inclusion of Trans Education into Medical School Curriculum
2. Increase GP & NP comfort/knowledge/ability in initiating and monitoring hormone therapy in adults (link with Primary Care Access/Consultation)
3. Central online “Hub” of Clinical Leaning information
4. Improvements to Race Line
3. Increase health care provider understanding of trans* inclusive policy and practice (including non-binary gender identities
5. Trans Clinical Care Group & List Service

6. 1.Trans Cultural Safety (TCS) Online Education Model
Initial General Education
More Specific for Health Providers
Specific Trans Health Subjects for care providers
Webinars
Links to External Content
Basic Clinical
Trans Cultural Safety “101”
WHAT are the components:
Adv. Clinical
Basic Social
HOW its delivered:
Facilitated online learning as part of cohort
Optional for non facilitated learning to remove barriers to access
Use of discussion board and other collaborative online tools.
Modules followed by group discussion.
Supported by central/remote facilitation.
Guided learning with Homework
Mandatory for some PHSA staff
Live and interactive
Archived Webinars
Address Specific Clinical content and details
Links to External content from community groups / clinical associations.
Any links to external learning objects.

7. 1. Trans Cultural Safety (TCS) Guidelines for TCS
Cultural Safety Intersects all models of the TCS
Messages from the basic models are reinforced throughout
Can be made available beyond PHSA
Provides a place to go back to after the structured learning has been completed. (a central Hub)
Able to access discreet modules without the need to complete prerequisites ( remove the barriers )
Builds an Archive of content for more specific / targeted topics (webinars)
Provide links to External learning objects.
Links to a central Hub of learning.

8. 1. Trans Cultural Safety (TCS) Curriculum and Content Development
Requires Curriculum mapping exercise: map out the learning objectives to existing and non existing content
Must have community involvement
Ensure Culturally Safe and appropriate
What do Community Members like/not like about current content
Leverage Existing Content
Focus on Educational Structure and Design elements
Requirement for Content Experts
Include experiential evidence as well as medical evidence.
Include input from multiple regions / areas.

9. 1. Trans Cultural Safety (TCS): Team Development: Delivery and Ongoing Support
Considerations for building the Team.
Intersectional Lens from key people involved in development
Team with equal balance of Experience and Education
Medical + Experiential expertise.
DEVELOPMENT TEAM
Project Manager
Instructional Designer
Content Experts
IT support / Development
Community Members
Focus Groups
PR / Marketing Support
Content Testers
ONGOING SUPPORT TEAM
IT support / Development
Educators / Facilitators
Webinar Presenters
Admin Support

10. 1. Trans Cultural Safety (TCS): Next Steps
Further Development and refinement of the education model.
Develop Preliminary Schedule for Development and Phases for development.
Investigate Existing PHSA Platforms
Develop Budget for Delivery and ongoing support

11. 2. Inclusion of Trans Education into Medical School Curriculum
Recommendation:
Interdisciplinary Course in Trans Care included in Med School Curriculum
Leverage the TCS modules for further education
Actions:
Identify inclusion opportunities into existing courses.
Mandate the inclusion of diverse genre identities in current courses.
Identify opportunities in Nurse Practitioner Education
Identify opportunities in Social support education programs.

12. 3. Central online “Hub” of Clinical Leaning information
Recommendation:
Need to be Clinical Focussed (THIP is more info only)
Linked to THIP but separate from THIP.
Clinical Resource Repository
Links to TCS modules (discussion groups, cohort, learning objects/artifacts.)
Actions:
Further develop the structure and purpose of the “Hub”
Develop in conjunction with and as part of the TCS online modules

13. 3. Central online “Hub” of Clinical Leaning information
Recommendation:
Need to be Clinical Focussed (THIP is more info only)
Linked to THIP but separate from THIP.
Clinical Resource Repository
Links to TCS modules (discussion groups, cohort, learning objects/artifacts.)
Actions:
Further develop the structure and purpose of the “Hub”
Develop in conjunction with and as part of the TCS online modules

14. 5. Improvements to Race Line usage
Recommendation:
Increase awareness and usage of RACE line for Trans support
Link and of the information / content developed for HUB / TCS to Refer to Race line as
Widen the scope of use by targeting existing groups and forums to increase awareness.
Actions:
Include in broader educational project and marketing
Liaise with RACE Line partners to discuss increasing awareness of Trans info being provided on the RACE line.
Investigate compensation model for Doctors using the RACE line

15. 6. Trans Clinical Care Group & List Service
Recommendation:
Expand Regional Membership and create break away sub groups
Remove barriers to enable people to get onto List service
Increase awareness of the group
Use the “Hub” to promote
Actions:
Link with CPATH – trying to create a community of practice
Identify care providers in other areas
Identify opportunities to promote involvement in the TCCG
Link with Training programs in areas
Investigate a partly subsidised moderator role to support and promote the group.

16. Complexity and Impact Matrix
EASY
RACE LINE
1-12m 4 5
TCCG
1-12m
Clinical Knowledge /learning HUB 3
Ease of Implementation 1 1 1 1 1 2
TCS
Online modules w/ facilitated learning (12-24m) 1
Med School Curriculum
HARD
LOW
Impact of change.
HIGH