Audit of SGIM in Medical School Pre-Clinical Curriculum

Despite the expanding literature demonstrating widespread sex and gender differences across all organ systems, the inclusion of this material in medical education is lacking, leaving medical students without an appreciation for physiologic and sociocultural differences that affect health, disease, and healthcare delivery.<b> </b>We performed an audit of five courses of a medical school pre-clinical curriculum that teach physiology and pathophysiology using case-based collaborative learning (CBCL) that utilizes "patient" cases for students to work through during class. The courses (referred to as “Courses 1-5”) divided material as followed: 1) biochemistry, anatomy, genetics, immunology 2) dermatology, infectious disease, rheumatology 3) cardiology, pulmonology, hematology 4) gastroenterology, nephrology, endocrinology, and 5) neurology, and psychiatry. Using a standard codebook, reviewers recorded: time per case, diagnosis/focus of case, age, sex, gender, pronouns, and sexual orientation. Coders were asked to determine if the CBCL patient’s sex/gender chosen was “intentional” and if there was further discussion around sex- and gender-specific influences on disease. Each case was coded by two auditors, with discrepancies adjudicated by a third. This file contains the coded data from the cases, which were originally retrieved from the school's web-based learning management system.