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Transgender and Gender Diverse Inclusion in Pre-clinical Courses: Revising Language and Content

Objective: Transgender and Gender Diverse (TGD) patients report high rates of mistreatment and lack of knowledge within the medical system, leading to avoidance of care and adverse health outcomes.  Increasingly, learners and faculty in medical education are recognizing that our traditional language excludes TGD individuals, perpetuating these disparities.  Traditional content conflates biological sex with gender, and  definitions of genetic and physiologic sex don’t represent human biological diversity.  Consideration of gender, hormones, and organs, rather than a binary categorization, offers a more complete understanding of human biological diversity.  Adoption of gender-inclusive language and content specific to GSM individuals in clinical teaching will prepare our students to give optimal care to all patients.


Methods: Learning objectives:

 1. Describe the need for updating language & content to be more inclusive of transgender and gender diverse (TGD) patients

 2. Discuss the challenges of using TGD-inclusive language and content revision

 3. Describe solutions for TGD-inclusive language and content revision

 4. Practice revising curricular content to be more TGD inclusive


Results: Session Agenda:

 1. Discussion of impact of lack of inclusion of TGD topics in medical education

 2. Share potential challenges of transitioning to gender-inclusive curricula

 3. Describe solutions for revising course materials and training course faculty

 4. Review examples of language and content revisions

 5. Small groups: practice revision

 6. Large group feedback

 7. Q&A


Conclusion/ Discussion: Participants will have the opportunity to practice language revision. They will break into small groups to update the material and discuss changes with the large group. They will leave the session with a toolkit for improving TGD inclusivity to bring back to their home institutions.

Topics: Faculty Development Seminar, 2022, Faculty, Clerkship Director, Medical Knowledge, Practice-Based Learning & Improvement, UME, Lecture, Problem-Based Learning,

General Information

Faculty,Clerkship Director,
Medical Knowledge,Practice-Based Learning & Improvement,
Lecture,Problem-Based Learning,
Clinical Focus

Author Information

Monica Stretten, BA; Naomi Stotland, MD; Jay Bindman

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