TRANSGENDER AND GENDER DIVERSE CURRICULUM IN MEDICAL IMAGING PROGRAMS: A CASE STUDY

Abstract

Transgender and gender diverse (TGD) patients face a multitude of barriers when accessing healthcare. There is limited time spent on TGD specific topics in medical imaging programs, which leads to graduates having limited awareness and knowledge of this marginalized community. There is a need for educational programs and institutions to prioritize inclusive teaching practices as faculty members face the demands of updating course curriculum to meet current profession specific competency profiles. The purpose of this thesis is to gain an understanding of how various influences impact faculty members in creating and delivering TGD content in their courses. While focusing on the impacts on the educator’s abilities to create inclusive teaching practices, this thesis explores both the role of the institution and the role of individual faculty members.