Saturday, November 23, 2024
11/23/2024
Project Summary/Abstract The proposed faculty development project at Prisma Health-Upstate and The University of South Carolina School of Medicine Greenville (SOMG), Sex and Gender Curricular Assessment and Revision (SG-CAR), will create innovative and sustainable faculty development materials for use at SOMG and by other health professions educators across the globe, and it will provide training to faculty and medical students at SOMG on how to incorporate sex and gender into medical education. The overall goal of this project is to reduce existing faculty barriers to integrating sex and gender content into medical curricula by providing faculty with the knowledge, skills, tools, and practical experience in this work. The project will be led by national and foundational experts at SOMG in sex and gender health, lifestyle medicine, and medical education curriculum development. Each Co-PI has a long history of developing educational resources for faculty development which demonstrates their ability to successfully develop such projects. Specific Aim 1 of this project will include creating an introductory curriculum that will be developed for current SOMG faculty emphasizing the importance of sex and gender aspects of health and disease. Faculty will be provided with a sex and gender curricular assessment instrument and a curricular revision toolkit created by Dr. Alyson McGregor, Associate Dean at SOMG, which she piloted successfully at the Warren Alpert Medical School of Brown University in 2021-22. These materials will be refined and validated at SOMG and distributed publicly through the National Institutes of Health as part of this project. In Specific Aim 2, faculty who completed the training in Specific Aim 1 will lead teams of students to assess the Lifestyle Medical Education (LMEd) curriculum for sex and gender content using the assessment instrument. LMEd is presented by SOMG in strategic partnership with the American College of Lifestyle Medicine. It is freely available to health professions faculty and is currently accessed by 28 U.S. medical schools and other schools within 57 countries. In Specific Aim 3, faculty will lead teams of students using the toolkit to revise the LMEd curricular materials to include sex and gender content. This will enable these students to publish their work and establish themselves as future leaders in sex and gender health. The revised LMEd curriculum will be freely available to educators worldwide through the existing LMEd website. We anticipate a broad adoption of these faculty development materials. We expect that it will translate to improved sex and gender specific evidence-based clinical care for women, thus reducing mortality and morbidity that currently exists among women.
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