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Table 2 Overall strategies for incorporating SGBM into undergraduate medical education

From: Workshop summaries from the 2015 Sex and Gender Medical Education Summit: utilization of sex and gender based medical education resources and creating student competencies

Developmental stage Strategies Examples
Planning Raise awareness SGBM Education Summit [1]
Identify stakeholders and formulate a SGBM advisory committee Source experts, educational experts, certifying and assessment agencies, medical school deans, faculty, students
Assess curricular need Needs assessment survey
Collaborate with core faculty Medical education deans and directors, curriculum development faculty of preclinical and clinical instruction, course leaders
Review existing curricula for adaptation components Alpert Medical School of Brown University [9] Texas Tech University Health Science Center [10] Charité Hospital (Germany) [11] Karolinska Institutet (Sweden) [12] The Institute of Gender and Health (Canada) [13] The University of Toronto’s Collaborative Graduate Program in Women’s Health (Canada) [14]
Implementation Integrate resources into existing educational activities Texas Tech University SGBM Curriculum: clinical cases, slide library, and learning modules [10]. PubMed Search Tool [15]
Faculty development Texas Tech University Laura W. Bush Institute for Women’s Health “Y does X make a difference” SGBM continuing medical education [16], collaborative planning and implementation of skills development and team-building among faculty, development of a train-the-trainer approach.
National organizations Liaison Committee on Medical Education Association of American Medical Colleges Sex and Gender Women’s Health Collaborative American Medical Women’s Association
Student involvement Identify student leaders to join SGBM Advisory Committee
Develop shared materials Online modules, educational portfolios, premade lecture slides, smartphone technology
Evaluation Student assessment Incorporate into existing student assessments of written exams, participation in problem-based learning small group sessions, and core clerkship performance-based methods
Program evaluation Interprofessional education and patient-centered outcome measurement. Consider W.K. Kellogg Foundation’s Logic Model [17]