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. 2019 Oct 6;4(Suppl 1):S82-S87.
doi: 10.1002/aet2.10390. eCollection 2020 Feb.

Incorporating Sex and Gender-based Medical Education Into Residency Curricula

Alyson J McGregor  1 , Marna Rayl Greenberg  2 , Rebecca Barron  1 , Lauren A Walter  3 , Jeannette Wolfe  4 , Ashley L Deutsch  4 , Steven A Johnson  2 , Derek A Robinett  3 , Gillian A Beauchamp  2
Affiliations

Incorporating Sex and Gender-based Medical Education Into Residency Curricula

Alyson J McGregor et al. AEM Educ Train. .

Abstract

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.

Analysis: Components of the developed toolkit (https://www.sexandgenderhealth.org) were implemented at four unique SGEM Interest Group member residency programs. Residents (n = 82/174, 47%) participated; 64% (n = 49) were male and 36% (n = 28) were female. Twenty-six percent (n = 21) of the residents reported that they had less than 1 hour of training in this domain during residency; 59% (n = 48) reported they had 1 to 6 hours and 16% (n = 13) reported they had >6 hours. The average preassessment score was 61% and postassessment was 88%. After training, 74% (n = 60) felt that their current practice would have benefited from further training in sex-/gender-based topics in medicine during medical school and 83% (n = 67) felt their clinical practice would have benefited from further training in this domain during residency.

Implications: The majority of EM residents who participated in this training program reported that they had limited instruction in this domain in medical school or residency. This initiative demonstrated a method that can be emulated for the incorporation of SGBM educational components into an EM residency training educational day. After training, the majority of residents who participated felt that their current practice would have benefited from further training in sex- and gender-based topics in residency.

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