Fertility Preservation for Gender Diverse Youth: Design and Evaluation of Patient-Centered eLearning Modules
Why this work is in the frame
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Bibliographic record
Abstract
Purpose: We examined transgender and gender diverse (TGD) youths’ learning needs regarding fertility preservation (FP). We developed patient-centered eLearning modules for TGD youth with ovaries or testes. We evaluated the modules’ impact on knowledge and confidence in decision-making and youths’ perceptions of the modules. Methods: Three-phase study (2022–2024) that involved pubertal 10–18-year-old TGD youth from a gender clinic. Phase 1 utilized a needs assessment (TGD youth), semistructured interviews (interprofessional gender care and fertility medicine providers), and community partner and patient-education expert input. In phase 2, eLearning modules were designed and piloted with youth and health care providers. Feedback (content, language, and length) informed revisions. Phase 3 involved completion of pre- and post-module questionnaires (20 TGD youth). Outcomes included youths’ knowledge, confidence in decision-making regarding FP consultation, and module perceptions. Results: Phase 1: Of 21 youth (12 assigned female at birth [AFAB], 9 assigned male at birth [AMAB]), learning preferences were reading text (15/21), additional resources (14/21), photographs (7/21), and interactivity (6/21). Phase 2: Of 13 participants (7 youth, 6 providers), 12 reported content being clear. All reported acceptable and inclusive module. Phase 3: 20 participants (14 AFAB and 6 AMAB) with mean age 15.6 ± 1.0 years. All felt more knowledgeable about FP and 16/20 reported greater decision-making confidence. Modules were reported as engaging/interactive (18/20), informative (18/20), with high overall satisfaction (19/20), and no negative responses. Conclusion: These eLearning tools addressed the lack of patient-centered education resources regarding FP for TGD youth and improved knowledge and confidence in decision-making. Dissemination of modules may promote education and improve FP-related decision-making.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it