Evidence map›Paper›PMID 42564442›Full record

ArticleWomen's health reports (New Rochelle, N.Y.)

Advancing Medical Education in Sex- and Gender-Based Mechanisms of Disease: Current Educator Knowledge and Future Directions.

Mina Al-Badri, Mohammed Dheyaa Marsool, Ann Rydberg, Joseph G Hentz, Matthew R Buras, Jaxon K Quillen, Juliana M Kling

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Women's health reports (New Rochelle, N.Y.). The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

7 authors.

Mina Al-BadriDivision of Women's Health Internal Medicine, Mayo Clinic, Scottsdale, Arizona, USA.ORCID https://orcid.org/0009-0001-8714-3164
Mohammed Dheyaa MarsoolDivision of Women's Health Internal Medicine, Mayo Clinic, Scottsdale, Arizona, USA.
Ann RydbergDepartment of Psychiatry and Psychology, Mayo Clinic, Rochester, Minnesota, USA.
Joseph G HentzDepartment of Quantitative Health Sciences, Mayo Clinic, Scottsdale, Arizona, USA.
Matthew R BurasDepartment of Quantitative Health Sciences, Mayo Clinic, Scottsdale, Arizona, USA.
Jaxon K QuillenDepartment of Quantitative Health Sciences, Mayo Clinic, Scottsdale, Arizona, USA.
Juliana M KlingDivision of Women's Health Internal Medicine, Mayo Clinic, Scottsdale, Arizona, USA.ORCID https://orcid.org/0000-0001-9898-8405

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Sex and gender influence disease mechanisms and outcomes, yet their integration into medical curricula remains limited. Faculty knowledge and confidence are essential for effective incorporation. This study assessed baseline sex- and gender-specific health (SGSH) knowledge, attitudes, and comfort among medical school educators and delivered a multi-format faculty development intervention. A survey adapted from prior SGSH assessments was distributed to medical school block leaders before the intervention, measuring SGSH knowledge, comfort differentiating sex and gender, awareness of SGSH resources, and readiness to integrate SGSH content. The intervention included virtual and in-person grand rounds, distribution of

Indexed as

faculty developmentmedical educationsex and gender-based health

Identifiers

PMID42564442
PMCPMC13443235

What Socratic holds

Textmetadata
LicenceCC BY-NC
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the Socratic graph.