Health Professional Students' Experiences with Gender-Identity Inclusive Content in the Classroom and Supervised Clinical Learning

Authors

Perry Xinyi Zhang, University of MichiganFollow
Aria Grabowski, University of MichiganFollow
Olivia S. Anderson, University of MichiganFollow

Abstract

Purpose: Gender-identity diverse populations have unique healthcare needs, but they experience stigmatization leading to negative health outcomes. Healthcare professionals have reported obstacles to delivering affirming care to gender-identity diverse patients due to limited training. We assessed how health profession students encounter gender-identity content and how students’ perceived preparedness to provide care for gender-identity diverse populations. Methods: A survey distributed to students enrolled in health professional programs at a large mid-western university included close-ended questions about exposure to gender-identity diverse curricular content in didactic and supervised clinical settings and perceived preparedness to work with gender-identity diverse populations. Open-ended questions asked what could better prepare learners with knowledge or skills to work with gender-identity diverse clients in classroom and clinical learning settings, respectively. Descriptive statistics were calculated for close-ended questions. Open-ended responses were examined through a content analysis approach. Results: Most respondents indicated they are taught about inclusive language (66%, n=29/44) and gender-identity inclusive content should be incorporated into curricula (71%, n=31). Of those who indicated they were exposed to this population in course or clinical settings, less than half felt their coursework prepared them to work with gender-identity diverse patients (49%, n=17/35) and less felt their clinical experiences prepared them (17%, n=6). Through open-ended responses, respondents indicated needing more exposure to this population through applied learning or in clinical settings. Conclusions: By identifying gaps within didactic and clinical curricula, educators are informed to develop effective interventions to prepare health profession trainees to provide respectful, comprehensive care to all patients.

Author Bio(s)

Perry Xinyi Zhang, BS, is an MS Clinican Nutrition candidate in the School of Public Health at the University of Michigan. Her current research focuses on health professional education, and she is interested in how nutrition, public health, and social determinants intersect to influence wellbeing.

Aria Grabowski, PhD, MPH, RD, is a postdoctoral researcher at the University of Michigan in the Division of Pediatric Endocrinology. Her work examines the impact of diet and environmental toxicant exposures during sensitive time periods, such as pregnancy and lactation on long-term maternal and child metabolic health.

Olivia S. Anderson, PhD, MPH, RD, CLC, is a Clinical Associate Professor and Associate Chair of Educational Initiatives in the School of Public Health at the University of Michigan. Her research focused on interprofessional education and the scholarship of teaching and learning.

Recommended Citation

Zhang PX, Grabowski A, Anderson OS. Health Professional Students' Experiences with Gender-Identity Inclusive Content in the Classroom and Supervised Clinical Learning. The Internet Journal of Allied Health Sciences and Practice. 2026 Mar 03;24(1), Article 14.