Abstract:BackgroundGender- and sex-specific medicine is defined as the practice of medicine based on the understanding that biology (dictated by sex chromosomes) and social roles (gender) are important in and have implications for prevention, screening, diagnosis, and treatment in men and women. In light of the many ways that sex and gender influence disease presentation and patient management, there have been various initiatives to improve the integration of these topics into medical education curriculum. Although cer… Show more
“…In this study, there were minor gender differences in assessment results and their self‐report of content training in medical school and residency. Jenkins et al . published the results of a national student survey on sex and gender in medical education, which found that male medical students reported a higher exposure rate to SGBM content during their training than female medical students.…”
Section: Discussionmentioning
confidence: 99%
“…A Web‐based survey of residency graduates and program directors in EM residency programs found that more than half of the participants reported that their SGBM instruction was inadequate and that gender differences in conditions seen in the emergency department were relevant to their clinical practice . In contrast, the survey also found that only 16.3% of program directors felt that SGBM content was a priority within the curriculum, and 76.6% felt that other curricular demands were an obstacle to integration of SGBM content into the curriculum . The SAEM SGEM toolkit has been designed to address these gaps in EM residency education and to provide solutions to facilitate integration of SGBM into residency curricula.…”
Background: Emergency medicine (EM) residents do not generally receive sex-and gender-specific education.There will be increasing attention to this gap as undergraduate medical education integrates it within their curriculum.Methodology: Members of the Sex and Gender in Emergency Medicine (SGEM) Interest Group set out to develop a SGEM toolkit and pilot integrating developed components at multiple residency sites. The curriculum initiative involved a pre-and posttraining assessment that included basic demographics and queries regarding previous training in sex-/gender-based medicine (SGBM). It was administered to PGY-1 to -4 residents who participated in a 3-hour training session that included one small group case-based discussion, two oral board cases, and one simulation and group debriefing. From the
“…In this study, there were minor gender differences in assessment results and their self‐report of content training in medical school and residency. Jenkins et al . published the results of a national student survey on sex and gender in medical education, which found that male medical students reported a higher exposure rate to SGBM content during their training than female medical students.…”
Section: Discussionmentioning
confidence: 99%
“…A Web‐based survey of residency graduates and program directors in EM residency programs found that more than half of the participants reported that their SGBM instruction was inadequate and that gender differences in conditions seen in the emergency department were relevant to their clinical practice . In contrast, the survey also found that only 16.3% of program directors felt that SGBM content was a priority within the curriculum, and 76.6% felt that other curricular demands were an obstacle to integration of SGBM content into the curriculum . The SAEM SGEM toolkit has been designed to address these gaps in EM residency education and to provide solutions to facilitate integration of SGBM into residency curricula.…”
Background: Emergency medicine (EM) residents do not generally receive sex-and gender-specific education.There will be increasing attention to this gap as undergraduate medical education integrates it within their curriculum.Methodology: Members of the Sex and Gender in Emergency Medicine (SGEM) Interest Group set out to develop a SGEM toolkit and pilot integrating developed components at multiple residency sites. The curriculum initiative involved a pre-and posttraining assessment that included basic demographics and queries regarding previous training in sex-/gender-based medicine (SGBM). It was administered to PGY-1 to -4 residents who participated in a 3-hour training session that included one small group case-based discussion, two oral board cases, and one simulation and group debriefing. From the
“…The multi‐station approach provided students with opportunities to affirm their learning with experts in a safe learning environment, reflected by the students' openness in sharing personal stories. Students clarified their own and popular perceptions of gender and sexuality, thereby demystifying gender and sexuality in medical school . Such safe environments would be particularly beneficial for students who may have unresolved feelings about their own gender or sexual identities …”
Section: Discussionmentioning
confidence: 99%
“…Gender and sexuality warrant substantial discussion in medical education, as they play significant roles in patient management . Gender and sexuality awareness is important for good clinical practice, and for the quality of care provided, particularly for people of gender and sexual minorities (non‐binary and/or non‐heterosexual), whose sexual and social stigma cause distinct health care disparities .…”
Section: Introductionmentioning
confidence: 99%
“…Gender‐ and sexuality‐related bias and discomfort affect sexual history‐taking, safe‐sex counselling and the care provided by doctors, and therefore affect patients' health outcomes . Studies have found curriculum gaps in the teaching provided on gender and sexuality in medical schools, particularly regarding the gender spectrum, transgender health and violence, causing inadequate preparedness for future practice . Furthermore, students who identify as sexual and gender minorities reported unsafe environments in medical schools that caused them to fear discrimination .…”
Using blended learning techniques, a flipped classroom workshop on gender and sexuality was developed in 2016. The workshop had online components that gave basic information on gender and sexuality, which students viewed prior to the face-to-face session. Students then discussed specific gender-related topics with expert facilitators using a timed multi-station approach during the face-to-face session. A plenary session provided students with the opportunity to address any remaining questions. Evaluation suggests that the workshop increased the students' self-reported knowledge on gender and sexual health topics and services. Students also found the workshop useful and engaging. Teaching gender and sexuality in medical school is critical to prepare students for future clinical practice IMPLICATIONS: The workshop provided an engaging and informative way for students to discuss gender and sexuality. The workshop also created a safe learning environment for students to clarify their perceptions of gender and sexuality. Increasing students' knowledge and understanding of gender and sexuality promoted a gender-sensitive approach to patient care, which can help students to avoid stereotyping and to provide comprehensive care to gender-diverse groups.
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