Background:
Transgender and gender-nonconforming (gender minority or GM) patients face significant barriers to
inclusive, quality healthcare. UCSF piloted a one-hour workshop with third-year medical students on
inclusive obstetric and gynecologic care for GM patients to identify and fill gaps in medical student knowledge and competency. Pre and post-test surveys demonstrated that the one-hour workshop was
an effective way to increase comfort using inclusive terminology in reproductive health settings.
Students expressed need for additional trainings—particularly interactive workshops—in preparation for
the care of GM populations.
Agenda:
This interactive workshop will provide participants with the background knowledge, skills, and language
to ensure medical education is more inclusive of GM individuals. After a review of current literature
(10mins) and approaches to inclusive curricular design (10min), participants will engage in reflection
exercises and case discussions to practice gender-inclusive language and care (40mins). Questions and
discussion will follow (15mins). This structure will stretch participant adaptability with language, allow
insight into perpetuation of gendered language and the nuances of GM care, and offer a framework for
faculty to lead interactive workshops on the subject.
Discussion:
Student-led, interactive workshops on gender-inclusive care are an effective way to help medical
students feel comfortable using appropriate language, and should be included in medical school
curricula. This model may improve medical student competence and thus health outcomes for gender
minority populations.
Take home product:
Guide for Gender-Inclusive Language in Ob/Gyn
Keywords: Transgender, Gender, Language
Topics: Faculty Development Seminar, 2019, Faculty, Patient Care, Professionalism, Systems-Based Practice & Improvement, Interpersonal & Communication Skills, Practice-Based Learning & Improvement, UME, Advocacy,
