2 research outputs found
Incorporating Sex and Gender Based Medical Education into Residency Curricula
Background
Emergency Medicine (EM) residents do not generally receive sex and genderâspecific education. There will be increasing attention to this gap as undergraduate medical education integrates it within their curriculum. Methodology
Members of the 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 postâ training assessment that included basic demographics and queries regarding previous training in sex/genderâbased medicine (SGBM). It was administered to PGY1â4 residents who participated in a 3âhour training session that included one small group caseâbased discussion, 2 oral board cases, and one simulation and group debriefing. Analysis
Components of the developed toolkit (https://www.sexandgenderhealth.org) were implemented at 4 unique SGEM interest group member residency programs. Residents (N=82/174, 47%) participated; 64% (N=49) were male and 36% (N=28) were female. Twentyâsix percent (N=21) of the residents reported that they had less than one hour of training in this domain during residency; 59% (N=48) reported they had 1â6 hours and 16% (N=13) reported they had \u3e6 hours. The average preâassessment score was 61% and postâ assessment was 88%. After training, 74% (N=60) felt their current practice would have benefited from further training in sex/genderâbased 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. Post training, the majority of residents who participated felt their current practice would have benefited from further training in sex and genderâbased topics in residency.
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