A. Project Summary Abstract
Transgender/gender expansive (TGGE) individuals are those whose gender identity does not align with
society’s expectations of their sex designated at birth. Despite an increase in TGGE health research over
the last ten years that have illustrated alarming health disparities, there are significant gaps in knowledge
to fully inform healthcare practices and system level policies that address inequities experienced by TGGE
persons and optimize individualized care. An interprofessional approach to TGGE health research which
engages community members, researchers, public health professionals, and mental and physical health
clinicians in transformative and participatory research is critical to overcoming the social, environmental,
and structural barriers to health. The Healthcare Interprofessional Gender Health, Education and
Research (HIGHER) Academy will create an adaptable, reproducible, sustainable year-long research
course for interprofessional graduate students that is taught exclusively by TGGE individuals and
cisgender women. The course will include asynchronous modules that will focus on health disparities,
opportunities in the delivery of clinical care, and opportunities in research methodology (with a focus on
intersectionality and participatory methods) and engage HIGHER scholars in interprofessional team-
based collaboration to design a research proposal aimed at promoting TGGE health (Aim 1). The course
curriculum will be informed by a newly established community-academic advisory board (Aim 2). This
initiative will be developed at the University of Cincinnati, a large urban public research institution that
has momentum in increasing education and training in gender-informed clinical care and research in
several colleges. The HIGHER Academy will be the impetus to create a community of practice among
interprofessional faculty across the Colleges of Medicine, Nursing, Pharmacy, Allied Health Sciences,
Human Services and Arts & Sciences that will offer new opportunities for research collaboration and
mentorship for students (Aim 3). The HIGHER Academy efforts will be evaluated using summative and
participant-engaged formative performance methods and will collect quantitative and qualitative data.
Collectively, these aims will augment the TGGE health research workforce and improve the health of
TGGE individuals, with an emphasis on participation of those with TGGE experience as instructors,
advisors, and scholars.
