• Juliana M Kling, Rebecca Sleeper, Eliza Lo Chin, Mary K Rojek, Alyson J McGregor, Lorie Richards, Ann Bradley Mitchell, Christina Stasiuk, Kimberly Templeton, Joanne Prasad, Sandra Pfister, and Connie B Newman.
• Division of Women's Health Internal Medicine, Department of Medicine, Mayo Clinic Arizona, Scottsdale Arizona, USA.
• J Womens Health (Larchmt). 2022 Jul 1; 31 (7): 905-910.

AbstractBackground: Sex as a biological variable and gender as a sociocultural variable influence many health conditions and outcomes. However, they have not been incorporated systematically into education across health professions. Methods: Areas of knowledge and abilities that apply to sex and gender education across health professions were summarized from the 2015 and 2018 Sex and Gender Health Education Summits. Results: Using this summary, draft tenets were developed by facilitated interprofessional discussion groups at the 2020 Summit, and then reviewed, edited, and refined by a writing group who recommended four tenets that health care professionals should be able to do: (1) demonstrate knowledge of sex and gender specific health (SGSH), (2) evaluate literature and the conduct of research for incorporation of sex and gender, (3) incorporate sex and gender considerations into clinical decision making, and (4) demonstrate patient advocacy with respect to sex and gender. Conclusion: These tenets provide the framework for collaborative interprofessional education about SGSH. Individual professions can also use the tenets to develop practice-specific competencies, competency statements, and/or assessment benchmarks within the structures of their respective accrediting bodies to advance the health of women, men, and sex and gender minority persons. Interprofessional collaborations are key for sharing best practices in development, curricular integration, and dissemination.

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