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Achieving Literacy through Education and Simulation (ALIES) in Transgender Healthcare

Purpose: To test the efficacy of a simulation-based transgender health curriculum among OB/GYN residents and medical students.


Background: Among the LGBTQ community, transgender individuals face the greatest proportion of health disparities. Transgender individuals often cite the lack of access to gender-affirming care and knowledgeable providers as key reasons they do not seek medical care. Achieving Literacy through Education and Simulation (ALIES) in transgender healthcare is a unique and robust curriculum developed with the aim to become stronger allies and better providers. Previous curriculums have lacked specificity to the trans population and have not incorporated simulation training.


Methods: OB/GYN residents and rotating medical students participated in four one-hour didactic sessions and a half-day simulation. Lecture topics included definitions, mental health, medical transition, and clinic-based care. During simulation, participants provided peer-to-peer feedback. The effectiveness of the curriculum was measured by pre- and post- intervention surveys assessing clinical practice, beliefs, attitudes, and knowledge  at  the start of the curriculum, immediately following simulation training, at 3-months and 6-months following the curriculum. This project received a waiver from Tufts University Institutional Review Board.


Results: The curriculum is being implemented August to October 2019. Immediate post-course feedback and differences between pre- and post-course surveys will be analyzed.


Discussions: Improving quality of healthcare for vulnerable populations requires a multi-faceted approach that addresses implicit bias, inclusive environments, as well as medical knowledge. Our curriculum aims to address not only the gaps in knowledge in providing gynecologic care to gender non-conforming individuals but also any underlying attitudes that may contribute to provider discomfort.

Topics: CREOG & APGO Annual Meeting, 2020, Student, Resident, Faculty, Clerkship Director, Residency Director, Patient Care, Medical Knowledge, Practice-Based Learning & Improvement, GME, CME, Simulation, Lecture, Standardized Patient,

General Information

Student,Resident,Faculty,Clerkship Director,Residency Director,
Patient Care,Medical Knowledge,Practice-Based Learning & Improvement,
Simulation,Lecture,Standardized Patient,
Clinical Focus

Author Information

Kimberly Huhmann, MD, Tufts Medical Center; Victoria Wang, MD; Madina Agenor, Scd, MPH; Abby Schultz, MD; Laura Grubb, MD, MPH

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