Candice Calhoun MHS, PA-C

Danbury Hospital

Candice.Calhoun@nuvancehealth.org

calhoun headshot

Bio

Candice Calhoun MHS, PA-C is originally from Northeast Ohio. She received her Bachelor of Science degree in Biology and Bachelor of Arts degree in Psychology from Northeastern University in Boston, Massachusetts. As an undergraduate, she was granted a spot in a competitive faculty-led study abroad program, Dialogue of Civilizations. This was a five-week course living in the northernmost district in Thailand on the Myanmar border and was based out of a nongovernmental organization that provides housing, education, food, life-skills and vocational training to children and families at high risk of being trafficked into exploitative labor conditions. This course partnered students from Northeastern University, Rutgers University, and the twenty-four women from Burma, Cambodia, Yunnan Province China, Laos, Thailand, and Vietnam of the Mekong Young Net and was focused on community organization and advocacy. She then worked as a Service-Learning teaching assistant in microbiology and participated in cooperative education as a medical assistant for gynecology practices.

After graduation, she was a research technician at the Center for Engineering in Medicine & Surgery at Massachusetts General Hospital, publishing two papers on the impact of machine perfusion on hepatocyte viability of ischemic and fresh rat livers. She went on to receive her Master of Health Science degree from the Physician Assistant Program at Duke University School of Medicine in Durham, North Carolina. She has completed the Yale University School of Management Executive Education course in healthcare management. She is currently enrolled in the Doctorate of Medical Sciences program at the University of Lynchburg based out of Virginia.

Candice has nine years of experience as a PA. Most of her career has been at Danbury Hospital in Emergency Medicine which has included an appointment as a clinical assistant professor for the University of Vermont. During her first five years at Danbury Hospital, she also took on a per diem position with inpatient pediatrics as well as an appointment as a clinical instructor of pediatrics with Ross University School of Medicine. She went on to practice for two years in interventional radiology at Saint Francis Hospital in Hartford followed by one year in the medical intensive care unit at Yale New Haven Hospital in New Haven before returning to Danbury Hospital in 2020 as a senior physician assistant. In 2021 she became an inaugural scholar of the Patricia A. Tietjen, MD Teaching Academy. She currently also serves as the PA at large on the Associate Medical Staff board of Danbury Hospital. She is a member of the LGBT Physician Assistant Caucus, Gay & Lesbian Medical Association, American Academy of Physician Assistants, and Connecticut Academy of Physician Assistants.

Candice is also a mother to two elementary-aged children, owns two dogs, and is a long-distance runner. She has finished the New York Marathon twice as well as Delaware and Newport Marathons. She has competed in two Ragnar Races, covering 190 miles of Cape Cod, to fundraise for the charity Dylan’s Wings for Change, most recently as one of a 6-person Ultra team, completing a total of 37 miles in one race. She currently lives in Middletown, Connecticut.

Scholarly Project

Transgender and Gender Diverse Patients: A Pilot Program to Address Knowledge Gaps in Healthcare

SCHOLARLY PROJECT
Transgender and Gender Diverse Patients:
A Pilot Program to Address Knowledge Gaps in Healthcare

Candice Calhoun MHS, PA-C

Patricia A. Tietjen, MD
Teaching Academy, Nuvance Health

PROJECT ABSTRACT

Transgender and Gender Diverse Patients: A Pilot Program to Address Knowledge Gaps in Healthcare

Transgender and gender diverse patients (TGGD) face marginalization, discrimination, violence, and minority stress in day-to-day life. They face unique challenges with accessing high-quality, culturally competent, and personalized healthcare. In the medical setting, they report having to teach their providers, being refused care, facing harassment, and even being physically assaulted. Health disparities stemming from these inequities can start to be addressed by educating staff taking care of these patients in the Nuvance Health system.There are no available education resources from Nuvance Health on the topic of TGGD healthcare. This leaves a knowledge gap for many clinicians and staff responsible for the care of these patients. The purpose of this project is to advance the structural competency of Nuvance Health with regard to the care of transgender and gender diverse (TGGD) patients. An informal search of the Nuvance Health intranet (the HUB) and electronic education documentation system (eeds) was conducted. There are no educational materials or documents on the HUB that mention the terms transgender, gender nonconforming, gender diverse, or LGBT. There are no enduring educational materials or scheduled lectures on the eeds database with the keyword transgender, gender diverse, or gender non-conforming. A review of published resources on curricula available for continuing medical education, staff training, and medical school lectures for TGGD populations was conducted. The content published from large healthcare organizations nationwide was evaluated for applicability to this project. Educational lectures about key concepts for TGGD patients are being designed with the plan to provide tailored lectures to all staff members. A survey using Likert scale measurements will be administered before and after the lecture. These surveys will compare pre- and post- lecture knowledge and confidence regarding TGGD healthcare topics.Focus groups will be conducted to gather more qualitative data to identify emerging themes. A staff survey will be use to collect additional information regarding core knowledge regarding the TGGD community and identify additional education needs. Thematic analysis will be used to continue the process of lecture and educational content development.This project is the preliminary stage of longitudinal project designed to evaluate and address inequities leading to health disparities for TGGD patients. During this phase, the goal is to have the majority of those surveyed post-lecture to indicate on a Likert scale that they feel more confident or significantly more confident interacting with TGGD patients, asking pronouns, and using a patient’s preferred name. Delivery of this education is anticipated to allow for integration of TGGD-respectful practices into daily workflow. It is expected that these trainings will foster a more welcoming and inclusive environment. This will improve interactions and genuine connections with patients in the TGGD community. The overarching objective is to reduce and remove barriers to care to ultimately improve health outcomes.