This project is supported by the Texas Tech University Health Sciences Center Office of the President, Offices of the Deans of the Schools of Medicine, Pharmacy, Health Professions and Nursing, and the Laura W. Bush Institute for Women’s Health. Please read our Terms and Conditions.
Some medical schools are documenting and reporting the use of the Sex and Gender Specific Health Learning Modules as part of their LCME accreditation process. The learning modules can provide schools with the means for meeting educational objectives and are particularly relevant to LCME standards related to curricular content, such as elements 7.5: Societal Problems and 7.6: Cultural Competence and Health Care Disparities in the Data Collection Instrument.
Although broadly utilized, the terms "sex" and "gender" are often used inappropriately, even in scientific literature. "Gender" refers to the socially constructed roles and behaviors that society considers appropriate for men and women. Masculine and feminine are gender-related terms. “Sex” is a biological construct and includes chromosomes, cells, and tissues. Male and female are sex-related terms.
The increasing body of sex and gender specific evidence dictates a change in how medical education approaches teaching women’s and men’s health. The current segregation of men’s health and women’s health must be expanded to a broader, more inclusive sex and gender specific health.
This approach serves to expand women’s health beyond the standard bones, hormones, and reproduction to other diseases and to include men in the consideration of the typical “female-sexed” diseases of osteoporosis, urinary incontinence, and depression.
Approaching health through the lens of sex and gender based medicine is defined as the science of how normal human biology differs between males and females and how the manifestations, mechanisms, and treatment of disease vary as a function of the complex relationship of both sex and gender.
The TTUHSC Sex and Gender Specific Health (SGSH) curriculum project began in the School of Medicine in 2010 and has since expanded to other Schools. The overarching goal of the project is to integrate sex and gender based evidence into existing healthcare curricula, both internal to and external to TTUHSC.
The SGSH Learning Modules have been created by interprofessional Tech Triad Teams. The teams are comprised of faculty, scientists, residents, and students representing the Schools of Health Professions, Medicine, Nursing, and Pharmacy.
The learning modules focus on areas of health that have established sex and gender differences and are presented in “Parts” designed to progressively advance from beginning to intermediate to advanced learners. Each Part includes a variety of assessments to measure longitudinal retention of knowledge. Since the modules are designed in Parts, they can be adapted for use across the Schools in both the pre-clinical as well as clinical years.
For more detailed information about the SGSH curriculum project, please contact us.
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Anyone who completes all five SGSH Learning Modules will automatically earn the Sex & Gender Specific Health Certificate! The certificate can be found on your “My Account” page on the SGSH website. You may print or download the certificate for your records.
Earning this certificate qualifies you to join the Sex and Gender Health Collaborative (SGHC) Practitioner Registry!
As a member of the SGHC Practitioner Registry, you will be listed as an expert in Sex and Gender Health. This registry will be available to the public as they seek out healthcare providers trained in sex and gender health. If you are a resident or student, you will be invited to join the affiliate program.
Follow the below link and click on “Practitioner Education” then “SGBH Practitioner Registry” for more information and to join the registry: https://www.amwa-doc.org/sghc/sgbm-practitioner-registry-2/
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