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How can the process of professional identity formation of a gender-affirming practitioner inform medical curriculum change?
Background Transgender and gender diverse people experience significant health disparities. Health professionals are generally not adequately prepared by current curricula to provide gender-affirming, holistic care that is respectful of patients' gender identity. Therefore, this study asks the quest...
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| Format: | Thesis |
| Language: | English |
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Department of Health Sciences Education
2025
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