Series Overview

    Our audience will have Interactive, case-based learning grounded in clinical practice. There will be peer-to-peer learning and interdisciplinary collaboration as well as the development of practical skills and tools with immediate application. Through this series, participants will strengthen their ability to deliver high-quality, evidence-based care for transgender and gender-diverse (TNG) youth while building confidence and reducing barriers to access.                                    

Global Objectives

• Apply evidence-based approaches to the assessment, clinical management, and support of transgender and gender-diverse children and adolescents, including pubertal development assessment, gender-affirming medical interventions, and individualized treatment planning.
• Integrate interprofessional, patient- and family-centered strategies to support the medical, psychosocial, and developmental needs of transgender and gender-diverse youth through effective care coordination, shared decision-making, and resource navigation.                                
• Utilize current evidence, clinical guidelines, and critical appraisal skills to address misinformation, promote equitable access to care, and advance best practices in gender-affirming care for transgender and gender-diverse youth.
• Collaborate effectively with interprofessional teams to provide culturally responsive, patient- and family-centered care while recognizing factors that influence access, health outcomes, and healthcare experiences.                                

Intended Audience

MD/DO, RN, Physician Assistants, Psychologists, Social Workers, Students, Reception, Registration, and Scheduling Staff, Clinic Managers and Admin Managers

Planning Committee

• Ronni Hayon, MD, Co-Chair
• Jennifer Rehm, MD, Co-Chair
• Callen Smith, RN, MSN, Coordinator
• Mollie Overby, BS, MPH, Coordinator
• LB Klein, PhD, MSW, MPA
• Justine Resnick, MD
• Sam Prince, MD

Accreditation

Accreditation Logo	Accreditation Statement
	In support of improving patient care, the University of Wisconsin–Madison ICEP is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.

Policy on Faculty and Sponsor Disclosure

It is the policy of the University of Wisconsin–Madison Interprofessional Continuing Education Partnership (ICEP) to identify, mitigate and disclose all relevant financial relationships with ineligible companies* held by the speakers/presenters, authors, planners, and other persons who may influence the content of this accredited continuing education (CE).  In addition, speakers, presenters and authors must disclose any planned discussion of unlabeled/unapproved uses of drugs or devices during their presentation. For this accredited continuing education activity, all relevant financial relationships have been mitigated and detailed disclosures are listed below.

* Ineligible companies are those whose primary business is producing, marketing, selling, re-selling, or distributing healthcare products used by or on patients. The ACCME does not consider providers of clinical service directly to patients to be ineligible companies.

Detailed disclosures will be available prior to the start of the activity.

Disclosures for Planning Committee (Opens in new window)

Competencies

ACGME/NURSING

• Medical Knowledge
• Practice-based Learning and Improvement
• Interpersonal and Communication Skills
• Professionalism
• Provide Patient/Person-centered Care
• Employ Evidence-Based Practice
• Apply Quality Improvement

INTERPROFESSIONAL EDUCATION COLLABORATIVE 

• Roles and Responsibilities
• Teams and Teamwork
• Values and ethics

SOCIAL IMPACT & BELONGING

• Address Differences in Health Outcomes
• Value Culturally Centered Care

ADDITIONAL ACTIVITY GOALS

• JAC 18, JAC 23

IP — COMPETENCE/PERFORMANCE