Background: Integrating transgender and gender-identity-diverse (TGD) content in dietetics education is essential for addressing knowledge gaps among future registered dietitian nutritionists (RDNs). TGD populations have unique nutrition-related needs, yet there is limited evidence related to this topic within the field of dietetics.
Aim: We aimed to explore dietetics students’ perceived preparedness to work with TGD clients and experiences with TGD content through case-based learning.
Methods: Graduate dietetics students (n = 23) engaged in a case study on dietary and health behaviors of an adult transgender woman in winter 2025. Students completed a survey about their perceived knowledge gained following the case and wrote reflections about further training opportunities and how the case informed their future career. Descriptive statistics were calculated for close-ended responses. A content analysis approach was used to analyze open-ended responses.
Results: Most participants (n = 21/23, 91%) found the case helpful in preparation for working with transgender clients. Participants agreed they developed dietetics competencies such as demonstrating cultural humility (n = 17/23, 74%) and implementing culturally sensitive strategies (n = 18/23, 79%). Themes were identified related to improving dietetics training opportunities related to the TGD population including more training, training on counseling skills, and more exposure to cultural humility. Themes regarding how the case informed career perspectives included individualized care, awareness of diverse populations, and realization that the field needs more evidence-based guidance.
Conclusion: TGD content delivered through case-based learning positively impacted dietetics students’ knowledge and confidence in working with TGD clients in future practice. Understanding students’ knowledge gaps can help inform dietetics education to ensure comprehensive training and equitable nutrition care among future RDNs.
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