Evaluation of an educational video assessing knowledge and attitudes of transgender youth on fertility preservation
Bibliographic record
Abstract
Objectives: While gender-affirming therapy can alleviate gender dysphoria in transgender individuals, such treatments may negatively impact fertility. As such, multiple organizations have highlighted the importance of counselling and offering fertility preservation (FP) prior to the initiation of medical therapy. To supplement fertility discussions, whiteboard educational videos were created to review and provide information on FP for transgender and non-binary youths and their families. This study assessed the understandability, actionability, and readability of the FP educational videos; patient perceptions, knowledge, barriers, and interest in FP; and overall satisfaction with the videos. Methods: Participants (age 12 to 18) completed an online survey assessing their knowledge, perceptions, and overall thoughts on FP prior to watching a short educational video on FP. They were then invited to complete the survey again after watching the educational video and provide feedback on the video presented. Results: Twenty-one participants were enrolled in the study. Seventeen participants completed the pre-video survey, and 12 completed the post-video and video feedback survey (completion rate of 81.0% and 57.1%, respectively). The mean age of participants was 15.50 (SD = 1.34). In the pre-video survey, one participant (1/15; 6.7%) rated their knowledge of FP as 'very good' or 'good' (1/15; 6.7%) compared to 10 participants (10/12; 83.3%) in the post-video survey (P = 0.039). Feedback regarding the videos was overwhelmingly positive. Conclusions: Our results suggest that targeted patient education aids, such as a whiteboard educational video on FP, can be used to supplement fertility discussions with gender-diverse youth.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.010 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".