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Background <p>Historically, reliance on male research models has led to limited knowledge and education regarding the health of women. Since 2016, the National Institutes of Health’s “Sex as a Biological Variable” Policy launched growth in scientific knowledge of sex and gender (SG) differences. However, the inclusion of SG evidence lags in medical student education, thus inhibiting future physicians from providing comprehensive patient-centered care. The study intends to evaluate the Sex and Gender Curricular Assessment and Revision Toolkit (SG-CART) for bridging the SG educational gap.</p> Methods <p>A parallel mixed-method study was performed using workshop survey data and focus group qualitative feedback. The University of South Carolina School of Medicine Greenville (USCSOMG) conducted this study between October 2023 and December 2024. Participants were basic science and clinical USCSOMG faculty recruited voluntarily via email after attending the SG-CART faculty development workshop. Educational outcomes were assessed through pre-/post-knowledge assessment and retrospective post-then-pre skills self-assessment. Attitudes toward the SG-CART and workshop were also collected. Cognitive interviewing was conducted to support the initial validation of the assessment scale embedded within the SG-CART.</p> Results <p>Of the 63 faculty members attending the SG-CART workshop, 29 participants completed pre-/post-workshop surveys. Participant SG knowledge scores significantly increased. Participants’ confidence significantly increased in their ability to assess materials for inclusion of SG topics, incorporate SG into their teaching, and to locate SG evidence-based content for updating their curricula. Participants’ shared favorable attitudes toward the toolkit. Thematic analysis of transcripts from two focus groups (<i>n</i> = 10) identified three emergent themes: (1) Content &amp; Clarity; (2) Applicability; (3) Usability.</p> Conclusions <p>The SG-CART was associated with improvement in immediate faculty knowledge and self-assessed skills regarding the integration of sex and gender perspectives in medical education. It offers a practical resource for educators to enhance their materials and facilitate integration into medical education. The use of this toolkit could ultimately lead to more inclusive and equitable healthcare education.</p>

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Implementation of the sex and gender curricular assessment and revision toolkit: a mixed-method study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月30日

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  • Zoé Garceau-Tremblay,
  • Jennica P. Siddle,
  • Kelly M. Quesnelle,
  • Mary K. Rojek,
  • Mehrnoosh Samaei,
  • Alyson J. McGregor

摘要

Background

Historically, reliance on male research models has led to limited knowledge and education regarding the health of women. Since 2016, the National Institutes of Health’s “Sex as a Biological Variable” Policy launched growth in scientific knowledge of sex and gender (SG) differences. However, the inclusion of SG evidence lags in medical student education, thus inhibiting future physicians from providing comprehensive patient-centered care. The study intends to evaluate the Sex and Gender Curricular Assessment and Revision Toolkit (SG-CART) for bridging the SG educational gap.

Methods

A parallel mixed-method study was performed using workshop survey data and focus group qualitative feedback. The University of South Carolina School of Medicine Greenville (USCSOMG) conducted this study between October 2023 and December 2024. Participants were basic science and clinical USCSOMG faculty recruited voluntarily via email after attending the SG-CART faculty development workshop. Educational outcomes were assessed through pre-/post-knowledge assessment and retrospective post-then-pre skills self-assessment. Attitudes toward the SG-CART and workshop were also collected. Cognitive interviewing was conducted to support the initial validation of the assessment scale embedded within the SG-CART.

Results

Of the 63 faculty members attending the SG-CART workshop, 29 participants completed pre-/post-workshop surveys. Participant SG knowledge scores significantly increased. Participants’ confidence significantly increased in their ability to assess materials for inclusion of SG topics, incorporate SG into their teaching, and to locate SG evidence-based content for updating their curricula. Participants’ shared favorable attitudes toward the toolkit. Thematic analysis of transcripts from two focus groups (n = 10) identified three emergent themes: (1) Content & Clarity; (2) Applicability; (3) Usability.

Conclusions

The SG-CART was associated with improvement in immediate faculty knowledge and self-assessed skills regarding the integration of sex and gender perspectives in medical education. It offers a practical resource for educators to enhance their materials and facilitate integration into medical education. The use of this toolkit could ultimately lead to more inclusive and equitable healthcare education.