Integrating Gender-Affirming Care in a Medical Spanish Endocrine System Curriculum

Date of Review: April, 2026

This resource describes a 3-week module for first-year medical students within a longitudinal Medical Spanish curriculum that integrates endocrine system education, Spanish-language clinical communication, and gender-affirming care principles. Delivered in a preclinical academic setting, it uses a mix of lectures, small-group learning, standardized patient encounters, and case-based practice to build both language proficiency and culturally competent clinical skills. A key strength is its interdisciplinary design, combining medical knowledge, communication, and health equity training in a practical, early-learning context, with demonstrated improvements in student confidence and performance. Additional strengths include its emphasis on real-world applicability and active learning methods. Limitations include its implementation at a single institution, short duration, reliance partly on self-reported outcomes, and a relatively narrow clinical focus on endocrinology. Overall, it is a well-constructed and relevant educational resource that supports more inclusive and effective patient care. –Jane Aruma, MD, NCEAS

Corresponding Author’s Email:

alexandra.lopezvera@cusm.edu

Institution:

California University of Science and Medicine

Where was the Curriculum Implemented:

California University of Science and Medicine

Clinical Relevant Specialty:

Internal Medicine

Outcomes that Have Been Reported for the Curriculum:

Self-reported learner attitude

Self-reported learner knowledge

Measured in learner knowledge

Measured learner behavior in simulated setting

Outcome and Study Design:

Pre/Post

Level of Learner Assessment

Demonstration of skill in a controlled environment (OSCE, Simulation)

Knowledge Acquisition (MCQ, IRAT, GRAT)