Considering a core curriculum for DSDs and gender identities-It is complicated

Area of Science:

• Medical Education
• Developmental Biology
• Clinical Medicine

Background:

• A letter to the editor discusses the inclusion of developmental embryology and clinical aspects of disorders or differences of sex development (DSDs) and gender dysphoria in undergraduate medical curricula.
• The discussion is timely due to recent public and medical community debates surrounding DSDs and gender dysphoria, referencing the Cass report and WPATH files.

Discussion:

• While typical developmental embryology is a standard component of preclinical anatomical training, the scope of teaching DSDs and gender dysphoria requires careful consideration.
• Determining the appropriate level of detail for diagnosing and managing DSDs and gender dysphoria in undergraduate education is a complex issue.

Key Insights:

• Undergraduate curricula should incorporate foundational knowledge of typical developmental embryology and its variations.
• The specific inclusion and depth of teaching on DSDs and gender dysphoria diagnosis and management should be guided by clinical specialists.

Outlook:

• Future medical curricula may need to balance foundational sciences with evolving clinical needs in sensitive areas.
• Collaboration between anatomists and clinical specialists is crucial for curriculum development in areas like DSDs and gender dysphoria.