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

Alyson J. McGregor; Ana Núñez; Rebecca Barron; Robert Casanova; Eliza Lo Chin

doi:10.1186/s13293-016-0092-8

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
Evaluation	Program evaluation	Interprofessional education and patient-centered outcome measurement. Consider W.K. Kellogg Foundation’s Logic Model [17]

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