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. We performed an audit
of five courses of a medical school's 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 follows: 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.