Abstract

Objective

This study aims to examine the implementation of a new psychiatric follow-up model for patients with differences of sexual development (DSD), a group of conditions affecting gender determination and differentiation.

Methods

Data from 129 patients monitored between March 2000 and November 2023 and 28 child and adolescent psychiatry residents in a tertiary-care center were analyzed, focusing on the model’s impact on patient care and residents’ training. Out of the 129 patients, 10 were lost to follow-up, and of the remaining 119 patients 89 patients were monitored by two expert specialists prior to the model’s implementation, while 30 patients were cared for by junior child and adolescent psychiatry residents under supervision following the implementation of the new model.

Results

No significant differences in the prevalence of psychiatric disorders or in Clinical Global Impression (CGI) and Global Assessment Scale (GAS) scores before and after implementing the new education model were found (p > .05). The mean age of the patients was 10.86 ± 6.32 years. The most common psychiatric diagnosis in our sample was attention-deficit/hyperactivity disorder (19.4%), followed by intellectual disability and major depressive disorder, each accounting for 14.0%. Residents reported enhanced competence in managing patients with differences of sex development (14.3%), improved communication skills, and better identification of subthreshold psychiatric symptoms (25%), as well as a greater understanding of the multidisciplinary approach (14.3%).

Conclusions

This study underscores the importance of structured psychiatric support in the holistic management of DSD and the education of future psychiatrists.