Abstract：
Objective: To create an interdisciplinary curriculum to teach key topics at the intersection of women\'s health, gender-affirming care, and health disparities to internal medicine (IM) residents. Materials and Methods: A core team of faculty from IM, Obstetrics and Gynecology, and Surgery partnered with faculty and fellows from other disciplines and with community experts to design and deliver the curriculum. The resulting curriculum consisted of themed half-day modules, each consisting of three to four inter-related topics, updated and repeated on an ∼3-year cycle. Health equity was a focus of all topics. Module delivery used diverse interactive learning strategies. Modules have been presented to ∼175 residents annually, beginning in 2015. To assess the curriculum, we used formative evaluation methods, using primarily anonymous, electronic surveys, and collected quantitative and qualitative data. Most surveys assessed resident learning by quantifying residents\' self-reported comfort with skills taught in the module pre- and postsession. Results: Of 131 residents who completed an evaluation in 2022/23, 121 (90%) \"somewhat\" or \"strongly\" agreed with their readiness to perform a range of skills taught in the module. In all previous years where pre- and postsurveys were used to evaluate modules, we observed a consistent meaningful increase in the proportion of residents reporting high levels of comfort with the material. Residents particularly valued interactive teaching methods, and direct learning from community members and peers. Conclusion: Our interdisciplinary curriculum was feasible, valued by trainees, and increased resident learning. The curriculum provides a template to address equity issues across a spectrum of women\'s and gender-affirming care conditions that can be used by other institutions in implementing similar curricula.
摘要：
目标：创建跨学科课程，在妇女健康的交叉点教授关键主题，性别确认护理，和内科学（IM）居民的健康差异。材料与方法：来自IM的核心教师团队，妇产科,外科与其他学科的教师和研究员以及社区专家合作设计和提供课程。由此产生的课程包括主题半天模块，每个由三到四个相互关联的主题组成，以3年为周期进行更新和重复。卫生公平是所有主题的重点。模块交付使用了多种交互式学习策略。每年向175名居民展示模块，从2015年开始。为了评估课程，我们使用形成性评价方法，主要使用匿名，电子调查，并收集了定量和定性数据。大多数调查通过量化居民自我报告的舒适度来评估居民的学习情况，并在课程前和课程后教授技能。结果：在2022/23年完成评估的131名居民中，有121名（90％）“有些”或“强烈”同意他们愿意执行该模块中教授的一系列技能。在过去的所有年份中，使用事前和事后调查来评估模块，我们观察到报告对材料舒适度高的居民比例持续有意义地增加。居民尤其重视互动式教学方法,并直接向社区成员和同龄人学习。结论：我们的跨学科课程是可行的，受学员重视，增加居民学习。该课程提供了一个模板，以解决一系列妇女和性别确认护理条件中的公平问题，其他机构可以在实施类似课程时使用这些条件。
