History: How Problems in Adult Gender Medicine Launched Pediatric Transitions

Thursday, May 1, 2025, 12:00 AM - Sunday, April 30, 2028, 11:59 PM


AMA PRA Category 1 Credits™ (1.00 hours), ABP MOC Part 2 (1.00 hours), Non-Physician Attendance (1.00 hours)

**If you intend to claim CME credit for this course, you must be logged in to CloudCME (a WSU email address is not required). If you have trouble, please contact [email protected].**

This course examines key developments in the history of treating gender dysphoria, tracing the evolution of medical and psychological interventions over the past decades. It explores the shift from adult-focused gender transition treatments to the emergence of childhood and adolescent interventions, emphasizing the role of puberty blockers within the gender-affirmative model for youth. Beginning with the foundational work of gender clinics, the course delves into the ethical and medical debates that have shaped treatment protocols, particularly ‘The Dutch Protocol’ and its global influence. It considers the rise of the concept of the "trans child" and how shifting cultural and academic perspectives contributed to the increasing adoption of early interventions. Participants will gain an understanding of the empirical foundations and limitations of key studies that have driven contemporary treatment models, along with the broader social and political forces that have influenced their adoption. By engaging with these topics, participants will gain a critical understanding of how gender dysphoria treatment has been shaped by both scientific inquiry and broader cultural and political forces.

This course includes two videos* and one post-test. Upon completion, you may download your certificate from the "My CME>Evaluations & Certificates" menu above. Alternately, you can download a CME transcript from the "My CME>Transcript" menu above.

**Select "Launch Course" above to begin.**

About the Speakers

Evgenia Abbruzzese (US) is a healthcare researcher and author of several widely-read peer-reviewed publications in pediatric gender medicine. After observing an influx of teens presenting with gender dysphoria for the first time in adolescence in 2018, Abbruzzese began to study the Dutch protocol and its applicability to the current clinical dilemmas.

Michael Biggs, PhD (UK) is an Associate Professor of Sociology, University of Oxford. Dr. Biggs exposed the suppression of results from the Tavistock GIDS’ study of puberty blockers, and is researching the Dutch protocol for treating children and adolescents with gender dysphoria. Dr. Biggs is concerned about the lack of evidence justifying endocrinological interventions on children and young people who identify as transgender. He has published on this subject in the Archives of Sexual Behavior, the Journal of Sex and Marital Therapy, the Journal of Pediatric Endocrinology and Metabolism, and the Journal of Sexual Medicine. He also served as an expert witness in the case of Keira Bell and Mrs. A. versus Tavistock NHS Trust (2020) at the High Court of England and Wales and for a case in the Australian Family Court.

Stephen Levine, MD (US) is a distinguished Life Fellow of the American Psychiatric Association and professor of psychiatry at Case Western Reserve University, with over 50 years of expertise in gender medicine. Dr. Levine founded a gender clinic in 1974. He has published numerous widely-cited publications raising concerns about the informed consent practices in the field of gender medicine and the problematic implications for young people and their families. Dr. Levine was the chairman of the World Professional Association for Transgender Health Standards of Care 5 (formerly known as the Harry Benjamin International Gender Dysphoria Association).

Series Overview

Recent research has prompted significant shifts in international consensus on safe and effective care for gender-dysphoric youth. This CME series is led by prominent clinical experts and researchers specializing in pediatric gender medicine and related fields. It presents perspectives, research, and clinical experience primarily from Western European countries, providing clinicians with guidance on the benefits, risks, and ethical implications of medical interventions for gender-dysphoric and gender-questioning youth. The series aims to support informed clinical decision-making that prioritizes patient safety and informed consent.

*Note: Some videos may have been edited during the development of this CME course. The views, opinions, and beliefs expressed within the video presentations are solely those of the presenters and do not necessarily reflect the views, opinions, or beliefs of the Society for Evidence-Based Gender Medicine.

1. Evaluate the historical and contemporary approaches to gender dysphoria treatment in the U.S., including psychiatric, endocrine, and surgical interventions.
2. Describe the role of puberty blockers in the gender-affirmative model and their impact on adolescent development.
3. Describe and critique “The Dutch Protocol,” including analyzing the methodology used in the foundational studies and considering its clinical and ethical implications.
4. Assess the strengths and limitations of the research supporting early medical transition for youth.
5. Identify key sociocultural and medical factors that have influenced the shifting landscape of gender dysphoria treatment over the last several years.

This activity has been planned and implemented in accordance with the accreditation requirements and policies of the Accreditation Council for Continuing Medical Education (ACCME) through the joint providership of the Washington State University Elson S. Floyd College of Medicine and the Society for Evidence-Based Gender Medicine. The Washington State University (WSU) Elson S. Floyd College of Medicine is accredited by the ACCME to provide continuing medical education for physicians.

The WSU Elson S. Floyd College of Medicine designates this activity for a maximum of 1.00 AMA PRA Category 1 Credit™. Participants should claim only the credit commensurate with the extent of their participation in the activity.

Successful completion of this CME activity, which includes viewing all videos in entirety, completion of post-tests with feedback, and participation in the evaluation component, enables the learner to earn up to 1.00 MOC points in the American Board of Pediatrics (ABP) Maintenance of Certification (MOC) program. It is the CME activity provider's responsibility to submit learner completion information to ACCME for the purpose of granting ABP MOC credit.

Please assure that your CloudCME Profile includes your first and last name, month and day of birthdate, and ABP Diplomat ID. These are required for transmission of ABP MOC learner completion data. You can view and edit your profile above under My CME>Profile.

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Disclaimer

The material presented in this continuing medical education program is being made available for educational purposes only. This material is not intended to represent the best or only methods or procedures appropriate for the medical situation discussed; rather the material is intended to present an approach, view, statement, or opinion of the authors or presenters, which may be helpful or of interest to other practitioners. This program does not represent or speak on behalf of Washington State University and/ or Elson S. Floyd College of Medicine. Participants should carefully consider all available scientific data before acting on knowledge gained through this activity.

Mitigation of Relevant Financial Relationships

Washington State University Elson S. Floyd College of Medicine adheres to the ACCME’s Standards for Integrity and Independence in Accredited Continuing Education. Any individuals in a position to control the content of a CE activity, including faculty, planners, reviewers or others are required to disclose all relevant financial relationships with ineligible entities (commercial interests). All relevant conflicts of interest have been mitigated prior to the commencement of the activity.