The Sex and Gender Medical Education Summit: a roadmap for curricular innovation was a collaborative initiative of the American Medical Women's Association, Laura W. Bush Institute for Women’s Health, Mayo Clinic, and Society for Women's Health Research (www.sgbmeducationsummit.com). It was held on October 18–19, 2015 to provide a unique venue for collaboration among nationally and internationally renowned experts in developing a roadmap for the incorporation of sex and gender based concepts into medical education curricula. The Summit engaged 148 in-person attendees for the 1 1/2-day program. Pre- and post-Summit surveys assessed the impact of the Summit, and workshop discussions provided a framework for informal consensus building. Sixty-one percent of attendees indicated that the Summit had increased their awareness of the importance of sex and gender specific medicine. Other comments indicate that the Summit had a significant impact for motivating a call to action among attendees and provided resources to initiate change in curricula within their home institutions. These educational efforts will help to ensure a sex and gender basis for delivery of health care in the future.

Introduction:The Sex and Gender Health Education (SGHE) Summit was a national collaboration that engaged educational thought leaders from various health professions to advance curricula by integrating sex-and gender-based evidence into health education. Materials and Methods: The SGHE Summit was held over a 2.5-day period April 2018 at the University of Utah. Pre-and postsummit surveys assessed attitudinal and knowledge changes. Results: A total of 246 health care professionals and trainees from U.S. and International Institutions attended. One hundred fifty-seven presummit surveys and 115 postsummit surveys were completed. Postsummit beliefs: SGHE is critical to precision medicine (100%); it is essential to include female animals in preclinical research studies (96%); sex and gender concepts could be used to improve men's health (99%). A teaching tool summarizes the initial questions to consider in SGHE. Conclusion: The SGHE Summit was the first multiprofessional large-scale national effort focused on the integration of sex and gender knowledge into the education of all health professionals. Summit participants now represent a national network of educators and clinicians who recognize the centrality of sex and gender to health professionals' knowledge and practice. These educational efforts will ultimately ensure a more personalized health care delivery.

In the heart of New York City, adjacent to the Chrysler Building (left), the famed architect Philip Johnson designed the Trylons "as a monument for 42nd Street… to give you the top of the Chrysler building at street level" via visual analogy with the chevron-ornamented spire of its namesake. It's one of many visual reminders that the epicenter of the COVID-19 pandemic in the US is still a bejeweled city.

BackgroundDespite overwhelming evidence that sex and gender are critical factors in the delivery and practice of medicine, there is no unified sex- and gender-based medicine (SGBM) undergraduate medical education curriculum. Two Workshops within the 2015 Sex and Gender Medical Education Summit: a Roadmap to Curricular Innovation sought to lay the framework for such a curriculum.MethodsAttendees to the Sex and Gender Educational Summit self-selected attendance for one of two Workshops: (A) Utilization of SGBM Resources in U.S. Medical Schools or (B) Creating SGBM Student Competencies.ResultsWorkshop A identified gaps in existing curricula as well as strategies for incorporating available SGBM content into existing educational activities or curricular threads. Focus was given to the use of advisory committees to nurture collaboration and sharing of resources. Workshop B created a framework for national SGBM competencies by adapting existing materials from women’s health curricula such as Brown University’s SGBM Emergency Medicine subspecialty. The importance of student engagement, assessment, and faculty development were stressed as well as engaging the Liaison Committee on Medical Education (LCME) in awareness of the vital nature of including SGBM content into all medical school curricula.ConclusionThese Workshops provided a forum for national and international institutional representatives to lay a foundation for integration of SGBM into medical school curricula and the development of national SGBM Student Competencies.Electronic supplementary materialThe online version of this article (doi:10.1186/s13293-016-0092-8) contains supplementary material, which is available to authorized users.

Background: Sex as a biological variable and gender as a sociocultural variable influence many health conditions and outcomes. However, they have not been incorporated systematically into education across health professions. Methods: Areas of knowledge and abilities that apply to sex and gender education across health professions were summarized from the 2015 and 2018 Sex and Gender Health Education Summits. Results: Using this summary, draft tenets were developed by facilitated interprofessional discussion groups at the 2020 Summit, and then reviewed, edited, and refined by a writing group who recommended four tenets that health care professionals should be able to do: (1) demonstrate knowledge of sex and gender specific health (SGSH), (2) evaluate literature and the conduct of research for incorporation of sex and gender, (3) incorporate sex and gender considerations into clinical decision making, and (4) demonstrate patient advocacy with respect to sex and gender. Conclusion: These tenets provide the framework for collaborative interprofessional education about SGSH. Individual professions can also use the tenets to develop practice-specific competencies, competency statements, and/or assessment benchmarks within the structures of their respective accrediting bodies to advance the health of women, men, and sex and gender minority persons. Interprofessional collaborations are key for sharing best practices in development, curricular integration, and dissemination.

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