Assessing Major Depressive Disorder in your Asexual Patient with Relationship Concerns

by | May 11, 2023

Patient Name

Jae Smith

Reason for Visit

Patient would like to discuss issues with his mood and relationship with his partner.

Jae Smith is a 25-year-old BIPOC trans male asexual heteroromantic patient. He is seeking a consult for his depressive symptoms, which have persisted for over 6 months.

You are meeting Jae for the first time. The only lab values you may want to conduct are related to testosterone levels or seeking records from the endocrinologist Jae is working with and labs to rule out medical causes for depression.


This is a Telehealth visit, and this patient’s first time seeing this provider.

Sexual Orientation, Gender Identity and Expression (SOGIE)

  • Gender Pronouns: He/Him/His
  • Sex Assigned at Birth: Female
  • Gender Identity: Transgender man
  • Sexual Orientation: Asexual, heteroromantic


Participants have up to 30 minutes to conduct this visit.


  • Assess Jae’s physical and mental health
  • Perform a risk assessment for suicide
  • Ascertain diagnosis and come up with a treatment plan to address his symptoms


There will be verbal feedback with the SP following the visit.

Learning Objectives

  • Provide affirming space for patient’s cultural identities (i.e., transgender, asexual, and BIPOC) and avoid pathologizing an identity as explainable by patient depression symptoms (namely asexual identity).
  • Come up with a treatment plan that is thorough and understandable by the patient for their depressive symptoms.
  • Emphasize the importance of affirming community for mental health and offer resource(s).

Who Should Participate?

This scenario is a fit for all General Practitioners.



GLMA: Health Professionals Advancing LGBTQ+ Equality is a national organization committed to ensuring health equity for lesbian, gay, bisexual, transgender, and queer (LGBTQ+) communities and equality for LGBTQ+ health professionals in their work and learning environments. To achieve this mission, GLMA utilizes the scientific expertise of its diverse multidisciplinary membership to inform and drive advocacy, education, and research. The GLMA Education Committee is charged with ensuring the highest quality of educational content offered through GLMA’s educational programming. Additionally, the committee works to improve curriculum, climate, community engagement, and research for faculty at health professional schools.

Struggling to meet curriculum needs in cultural competency and diverse patient populations?

Get help recruiting SPs, training, and managing the SP component of your simulation needs.