PURPOSE
Transgender and gender-diverse (TGD) patients have been largely excluded
from the medical curriculum. Simulation-based education (SBE) is an effective
method of teaching culturally competent communication skills. However, few
SBE programs include TGD standardized patients (SPs), instead relying on
cisgender actors or tokenized examples of TGD folks. The lack of structured
recruitment and retention frameworks for TGD SPs represents a barrier to
advancing equitable training and trust within medical education. This project
introduces a conceptual framework that integrates the Recruitment Innovation
Center (RIC) model with Community Based Participatory Research (CBPR)
principles to establish best practices for recruiting, engaging, and
retaining TGD SPs in SBE.
METHODS
The RIC is composed of a nine-stage continuum: Awareness, Feasibility,
Opportunity, Screening, Invitation, Consent, Enrollment, Engagement &
Retention, and Return of Value, which has been adapted to SBE contexts and
aligned with CBPR principles of co-learning, shared decision-making, mutual
benefit, and trust building.
RESULTS
The model outlines strategies for TGD-inclusive SBE design, including
transparent communication, inclusion of TGD voices, and structured
debriefing. It emphasizes fair compensation, community partnerships, and
iterative feedback loops. The framework provides touchpoints for program
development and is adaptable to various contexts.
CONCLUSIONS
The integration of CBPR and RIC into TGD SP curricula provides a roadmap
for building TGD SBE programs. This framework is rooted in the development of
psychologically safe training environments that foster competence, empathy,
and awareness while advancing educational equity in TGD health. We plan to
pilot this model to assess feasibility, community impact, and its efficacy on
learner preparedness for TGD-focused clinical care.