Fertility Preservation for Gender Diverse Youth: Design and Evaluation of Patient-Centered eLearning Modules

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.