Sex and gender health: A pilot study of a sex and gender specific medical curriculum for high school students interested in STEMM (Science, Technology, Engineering, Mathematics and Medicine) careers

ABSTRACT

Objective: Increase education/awareness of sex/gender (SG) differences in biology, and medicine in high school biology students through an interdisciplinary course on gender-based medicine. Background: Sex and Gender Based Education (SGBE) is a topic many students in medicine and allied health are interested in. Introducing these concepts early in their education pipeline may encourage students to engage in science, technology, engineering, math, and medicine (STEMM) careers. Design/Methods: Academic faculty, a second-year medical student, and pre-medical summer interns partnered with the Center for Health Care Innovation to develop and implement a SGBE program to introduce under-represented minorities and high school students career opportunities in STEMM topics. The five-week summer program ( https//www.ttuhsc.edu/medicine/sex-gender-specific-health/default.aspx) was delivered through Zoom, and consisted of three, 1-hour meetings per week. Activities included group sessions with faculty focusing on sex differences in Cerebrovascular, Cardiovascular and Alzheimer's Disease, and Pain, with an emphasis on the impact of COVID infection and racial/ethnic considerations. Participants also studied online case-based SG Specific Health modules, and group mentoring with career mentors in STEMM. Students completed a) pre-survey covering educational background and current understanding of SG considerations in medicine b) research presentation and c) post-survey assessing perceptions of SGBM impact on clinical outcomes with curriculum feasibility/feedback. Results: Seven students (4 females, 3 males, average age 16, average grade 11th) participated in this program. Two students completed all five online modules. No significant differences in course preference were noted between female and male students. Generally, all students strongly disagreed/disagreed that their institution taught SG differences, and 6/7 strongly agreed/agreed and 1 student neither agreed nor disagreed that "knowing SG differences would improve one's ability to manage patients." Conclusions: This study showed that SG considerations as they relate to biology and medicine, in combination with high school education program, was well received, and that incorporating this programming with online curricula is feasible.