| Title | Genetic Counseling for Trans* Populations: Development of Educational Material for Genetic Counseling Programs |
| Author(s) | Kaylee Williams |
| Publisher | University of Pittsburgh |
| Year | 2021 |
| Edition | 1st Edition |
| Language | English |
| Pages | 109 pages |
| ISBN | Unknown |
| Genre / Domain | Public Health, Genetic Counseling, Medical Education |
| Series | Unknown |
| Size | 1.49 MB |
| Extension |
Summary
This Master's thesis, completed by Kaylee Williams at the University of Pittsburgh in 2021, addresses the critical need for enhanced genetic counseling education regarding transgender and gender-diverse populations [citation:1]. Recognizing that the trans* community faces significant health disparities and discrimination in healthcare settings, the study investigates the current state of trans* health education within genetic counseling programs accredited by the Accreditation Council for Genetic Counseling (ACGC). The research is motivated by prior surveys indicating that fewer than half of genetic counselors feel confident in their ability to counsel trans* clients, highlighting a clear educational gap [citation:1].
The thesis is structured around a Qualtrics survey distributed to leaders of ACGC-accredited programs, designed to assess their current methods of teaching trans* health and their openness to additional educational resources. The survey results revealed that while 90% of responding programs offer some form of education on genetic counseling for trans* individuals, a significant majority, 85%, expressed that additional educational resource materials would be highly beneficial [citation:1]. This feedback guided the development of four targeted resources, which form the core of the thesis's practical contribution. These resources include a series of case examples with roleplay opportunities, an annotated list of resources for trans* patients, a similar list for healthcare providers, and a compilation of peer-reviewed articles on the subject. An accompanying educational resource guide was also created to facilitate the use of these materials.
The practical applications of this work are directly aimed at improving the quality of care provided to trans* individuals in genetic counseling settings. By equipping students with the knowledge, skills, and cultural competency to work effectively with trans* clients, the educational resources developed in this thesis aim to reduce the discomfort and lack of confidence currently reported by many genetic counselors. The case examples with roleplay opportunities, for instance, provide a safe environment for students to practice nuanced communication and psychosocial support skills. The annotated resource lists offer practical tools for both patients and providers, helping to bridge the gap between clinical care and the broader support network that trans* individuals often require.
This thesis is of significant importance to public health by addressing a critical gap in healthcare education. It contributes to the growing body of literature on culturally competent care for gender minorities and provides a tangible, evidence-based solution for improving genetic counseling training. The work is particularly relevant for educators, program directors, and students in genetic counseling, as it offers ready-to-use materials to enhance curricula and better prepare future genetic counselors to serve diverse populations. The study underscores the importance of integrating trans* health education into core genetic counseling training to foster a more equitable and inclusive healthcare system [citation:1].
As an unpublished Master's thesis from a respected public health institution, this work represents a foundational effort to address a pressing need in genetic counseling education. Its value lies not only in the research findings but also in the concrete educational tools it provides, which can be adapted and implemented by training programs across the country. By focusing on both knowledge and practical skills, the thesis offers a comprehensive approach to enhancing genetic counselor competency and, ultimately, improving health outcomes for trans* individuals.
Key Features
- Addresses the critical need for enhanced genetic counseling education regarding trans* populations.
- Presents original survey data from ACGC-accredited program leaders on current trans* health education.
- Develops four practical educational resources based on survey findings.
- Includes case examples with roleplay opportunities to build practical skills.
- Provides annotated lists of resources for trans* patients, including allied healthcare and legal support.
- Offers an annotated list of resources for healthcare providers working with trans* clients.
- Features a compilation of peer-reviewed articles on genetic counseling for trans* populations.
- Includes an educational resource guide to help users navigate the materials.
- Focuses on improving cultural competency and psychosocial support skills.
- Based on a comprehensive review of the literature and identified educational gaps.
- Authored by a genetic counseling student as a Master's thesis project.
- Relevant to public health and healthcare equity for gender minorities.
- Provides a model for integrating trans* health into genetic counseling curricula.
About the Author
Kaylee Williams is a genetic counseling student who completed her Master of Science degree in Genetic Counseling at the University of Pittsburgh's School of Public Health in 2021 [citation:1]. Her thesis, "Genetic Counseling for Trans* Populations: Development of Educational Material for Genetic Counseling Programs," was completed under the guidance of a committee chaired by Robin E. Grubs and including Kelsey Bohnert, Nina Markovic, and Sarah Krier [citation:1].
Information about the author's subsequent career is unavailable.
Related Books
- A Guide to Genetic Counseling — Wendy R. Uhlmann, Jane L. Schuette, Beverly M. Yashar
- Counseling About Cancer: Strategies for Genetic Counselors — Katherine A. Schneider
- Introduction to Genetic Counseling — Nancy Steinberg Warren
- Facilitating the Genetic Counseling Process: A Practice Manual — Patricia McCarthy Veach, Bonnie S. LeRoy, Dianne M. Bartels
- Health Equity, Diversity, and Inclusion: Context, Controversies, and Solutions — Patti R. Rose
- Transgender Health: A Practitioner's Guide to Binary and Non-Binary Trans Patient Care — Benjamin Vincent
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Frequently Asked Questions
Q : What is the main purpose of this thesis?
R : The thesis aims to increase genetic counselors' knowledge and competency in counseling trans* clients by developing educational resource materials for genetic counseling training programs accredited by the Accreditation Council for Genetic Counseling [citation:1].
Q : What were the key findings of the survey conducted for this research?
R : The survey found that 90% of responding ACGC-accredited programs offer some education on genetic counseling for trans* individuals, and 85% of program leaders felt that additional educational resource materials would be helpful [citation:1].
Q : What specific educational resources were developed as part of this project?
R : Four resources were created: 1) case examples with roleplay opportunities, 2) an annotated list of resources for trans* patients, 3) an annotated list of resources for providers working with trans* clients, and 4) an annotated list of peer-reviewed articles on genetic counseling for trans* populations [citation:1].
Q : Who is the target audience for this thesis and its resources?
R : The primary audience includes genetic counseling program leaders, educators, and students. The resources are designed to be integrated into ACGC-accredited training programs to improve student preparedness and comfort in counseling trans* patients [citation:1].
Q : What is the significance of this work for public health?
R : This work is significant because it increases educational materials available to genetic counseling programs, aiming to enhance genetic counselors' competency in working with trans* clients. This helps address health disparities and discrimination faced by the trans* community in healthcare settings [citation:1].
Q : Is this thesis available as a published work?
R : This is an unpublished Master's thesis from the University of Pittsburgh. It is available through the university's institutional repository, D-Scholarship@Pitt [citation:1].
Q : Who was the author's thesis committee?
R : The committee was chaired by Robin E. Grubs and included members Kelsey Bohnert, Nina Markovic, and Sarah Krier [citation:1].
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