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Errol Lamont Fields, M.D., Ph.D., M.P.H.
- Director, Adolescent Medicine Fellowship Program
- Director, Pediatric and Adolescent Clinical Services, Center for Transgender and Gender Expansive Health
Primary Location: Johns Hopkins Pediatrics, Baltimore, MD
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Helene Frances Hedian, M.D.
- Director of Clinical Education, Center for Transgender and Gender Expansive Health
- Assistant Vice Chair for LGBTQ+ Equity and Education, Department of Medicine
Primary Location: Johns Hopkins Medicine - Green Spring Station, Lutherville, MD
Transgender and Gender Diverse Primary Care Apprenticeship Program
Overview
Access to gender-affirming care for transgender and gender diverse (TGD) people is limited. While integration of gender affirming care within primary care settings is ideal, limited undergraduate and graduate medical education in transgender health has left most pediatric and adult primary care providers (PCP) underprepared to care for their TGD patients. This program addresses this gap through the implementation and evaluation of a faculty apprenticeship program designed to provide structured education, training, and support for adult and pediatric PCPs who are already in practice at Johns Hopkins and who are interested in developing competency in gender-affirming primary care.
Duration
6 months
Aims & Goals
- Initial training and shadowing opportunities include completing an experiential learning session where apprentices will practice taking a gender history with a trans-identified standardized patient in the Johns Hopkins Medicine Simulation Center.
- Apprentices will be mentored and supported by faculty with expertise in gender affirming care to see transgender and gender diverse patients in dedicated half-day clinic sessions weekly or biweekly in their own clinic practice setting.
- Apprentices will be able to assess changes in knowledge, attitudes and skills related to gender-affirming care following the completion of the apprenticeship program using a pre-post survey design and assess feasibility and acceptability of the program using exit semi-structured interviews with participants.
