Literature suggests that medical education programs must undergo radical change. Medical training and awareness are needed to combat the transgender disparities. Many studies show that U.S. medical school programs do not incorporate LGBTQ health curriculum or trans-specific training. A one-time presentation on LGBTQ health is insufficient to prepare medical students for the care and advocacy of their LGBTQ patients. This issue can be addressed by creating a standard for accreditation boards to require educational institutions and curricula to include broader LGBTQ health education in both their curriculum and residency programs. This goal may be reached with the support of the NASW as well as social workers in other countries.

A social worker can be of assistance by advocating curricula with more unique, individualized classes that specifically focus on LGB healthcare, transgender care, LGB communities, and transgenders (Dubin Nolan Streed Greene Radix & Morsison, 2018). Sexual orientation and gender identity are not the same thing. They can be confused, but they should never be grouped together. Students can better understand the gender-based injustices within the LGBTQ community by separating transgender people from the LGBTQ umbrella. It is also important to differentiate between FTMs, non-binary, and MTFs. The inclusion of courses that address the history, dynamics, and development of LGB and Transgender communities can help increase student’s awareness and understanding. This encourages students to consider the ‘full story’ and not just a single aspect, such as the reproductive organs. We can see a drastic change in health outcomes if institutions and social workers encourage students not to view LGBTQ people as medical anomalies, but rather from a holistic perspective. Institutions can create an accepting and compassionate environment by challenging the view that transgender individuals are medical anomalies. This idea could be put into practice by establishing a classroom custom of open discussion and introduction. On the first morning of class, for instance, instructors could lead by example and share with students their gender identity as well as their preferred pronoun. This would help to build trust and respect. It can be repeated throughout a course, in order to support and acknowledge gender fluidity.

Incorporate discussions and exercises around identifying a person’s privilege into medical and social classes. Instructors could ask questions such as, “What would it be like to enter a doctor’s office, and be confident that you’ll be treated with respect and dignity?” “How would it feel to have to explain that, after you checked’male’ in your intake form, you need a pap test, and how would you approach that discussion?” The instructor can ask students questions that require them to put themselves in the position of a person who is transgender.

The social work and medicine training should focus more on the direct interactions between patients and clients (Lytle Vaughan Rodriguez & Shmerler, 2014). Repeated exposure and repetition of one practice will increase our understanding, comfort level, and skills. This is how we develop and learn better practices. In general, a provider with experience working with transgender people during training or residency will feel more comfortable with them than a person with no exposure. To ensure that students get this exposure, one way would be to have them complete a clinical rotation at a LGBTQ or trans-specific center. This would allow students to not only work with LGBTQ people in a professional manner, but they would also experience a unique culture that isn’t available in a typical medical setting.