Standardized Patient Scenarios Research Articles

Assessing shared decision-making: a case study of third-year medical student standardized patient encounters.

We aimed to determine if shared decision-making (SDM) self-assessment of a standardized patient (SP) scenario was reliable, specifically whether students' communication resulted in each SP-student pair reporting internally consistent final treatment choices. We hypothesized student self-assessment would differ from SP and faculty assessment indicating a need for multisource feedback. In this observational case study from 2016-2017, all third-year post-clerkship medical students received evidence-based treatment options for sinusitis and SDM lectures followed by a SP encounter on sinusitis. Students, faculty, and SPs then completed a 9-question assessment covering SDM skills, perceived empathy, and final treatment choice. Mean self-assessment was compared to faculty and SP scores using paired t-test. Effectiveness of SDM communication was assessed as rate of treatment agreement, defined as percent of student-SP pairs reporting consistent final treatment choices. Compared to SPs (M = 23.4, SD = 3.6), 120 students (M = 22.6, SD = 3.1) reported lower mean SDM skills, t(119) = 2.25, p = .027. Conversely, SPs (M = 8.0, SD = 1.5) compared to students (M = 8.5, SD = 1.1) reported lower mean empathy, t(119) = 3.43, p < .001. Faculty ratings of students' SDM (M = 22.7, SD = 3.5) and empathy (M = 8.3, SD = 1.7) was not statistically different than students' ratings, t(119) = 0.46, p = .645 and t(119) = 1.40, p = .164 respectively. Seventeen (14%) student-SP pairs reported different final treatment choices. We demonstrated the limitations of self-perception of SDM and empathy skills, highlighting the importance of multisource feedback for assessing trainee communication skills. Disagreement between student-SP pairs on perceived final treatment choice underscores the need for ongoing SDM practice.

LGBTQIA+ medical student sexual healthcare workshop: peer learning and student leadership

PurposeTo address the absence of medical education curriculum focused on LGBTQ+ inclusive healthcare, this performance improvement project evaluated a medical student-developed and -led workshop focused on inclusive healthcare, including aspects of sexual health and well-being care.ApproachThe project utilized a peer-to-peer and community engaged approach to ensure inclusiveness and effectiveness in improving learner knowledge, confidence, and motivation to engage in evidence-based, patient-centered care. Over two years, the health professions student LGBTQIA+ interest group, Spectrum, hosted two voluntary workshops to support medical students’ sexual health history-taking skills. The 2022 Spectrum leadership team wrote three LGBTQIA+ standardized patient scenarios set within the students’ training hospitals focused on using the Centers for Disease Control and Prevention’s 5Ps, using inclusive language, and recognizing institutional barriers to healthcare. Workshops included a 10-min discussion highlighting best practices, 45 min of small group practice with standardized patient-facilitator dyads, and a 10-min reflection. Project evaluation incorporated quantitative and qualitative feedback from participants and facilitators.ResultsQuantitative feedback reflected consistently positive ratings, with learners reporting increased comfort, satisfaction, perceived applicability, and confidence. Qualitative feedback highlighted the benefits of including representative patients, practicing inclusive language, and receiving real-time feedback. Peer-led facilitation contributed to a supportive learning environment, emphasizing the importance of curricular co-production and experiential leadership development. Facilitators described feeling empowered to develop cases reflecting genuine lived experiences and not simplified scenarios.ConclusionsThis study emphasizes the value of increased medical student engagement in sexual healthcare education and advocates for further integration of LGBTQ+ inclusive curriculum into the medical curriculum.

Feasibility of Using Simulation to Evaluate Implementation Fidelity in an Advance Care Planning Pragmatic Trial.

Background and Objectives: Traditional methods of fidelity monitoring are not possible in pragmatic trials in real-world clinical settings. We describe our approach to monitoring and reinforcing the fidelity to ACP conversations for a hard-to-reach subpopulation by using standardized patients in a pragmatic trial. Research Design and Methods: We developed standardized patient scenarios grounded in the Respecting Choices First Steps™ Advance Care Planning curriculum to provide an opportunity to reinforce and assess ACP facilitator competency. Scenarios represented one-on-one encounters. The first case was a standardized patient with cognitive impairment and the second case involved a standardized patient with dementia and their care partner. A previously validated fidelity checklist was used to score skills and behaviors observed during simulations including encounter set-up, ACP topics, and general communication. Simulations involved voice teleconferencing to align primary modality of ACP in the pragmatic trial. Results: Six facilitators completed two standardized patient cases each. Overall fidelity scores were moderately high (78.8% ± 11.7; 63.4 - 95.6) for the case with cognitive impairment and for the case with the patient with dementia and care partner (76.2% ± 13.0; 54.4 - 91.5). Discussion and Implications: Simulation using standardized patients supported fidelity monitoring and provided coachable feedback to support facilitator competency. Our study can help inform future research and training related to advance care planning in older adults living with Alzheimer's disease and related disorders.

Use of a large language model with instruction-tuning for reliable clinical frailty scoring.

Frailty is an important predictor of health outcomes, characterized by increased vulnerability due to physiological decline. The Clinical Frailty Scale (CFS) is commonly used for frailty assessment but may be influenced by rater bias. Use of artificial intelligence (AI), particularly Large Language Models (LLMs) offers a promising method for efficient and reliable frailty scoring. The study utilized seven standardized patient scenarios to evaluate the consistency and reliability of CFS scoring by OpenAI's GPT-3.5-turbo model. Two methods were tested: a basic prompt and an instruction-tuned prompt incorporating CFS definition, a directive for accurate responses, and temperature control. The outputs were compared using the Mann-Whitney U test and Fleiss' Kappa for inter-rater reliability. The outputs were compared with historic human scores of the same scenarios. The LLM's median scores were similar to human raters, with differences of no more than one point. Significant differences in score distributions were observed between the basic and instruction-tuned prompts in five out of seven scenarios. The instruction-tuned prompt showed high inter-rater reliability (Fleiss' Kappa of 0.887) and produced consistent responses in all scenarios. Difficulty in scoring was noted in scenarios with less explicit information on activities of daily living (ADLs). This study demonstrates the potential of LLMs in consistently scoring clinical frailty with high reliability. It demonstrates that prompt engineering via instruction-tuning can be a simple but effective approach for optimizing LLMs in healthcare applications. The LLM may overestimate frailty scores when less information about ADLs is provided, possibly as it is less subject to implicit assumptions and extrapolation than humans. Future research could explore the integration of LLMs in clinical research and frailty-related outcome prediction.

Based on Medicine, The Now and Future of Large Language Models.

This review explores the potential applications of large language models (LLMs) such as ChatGPT, GPT-3.5, and GPT-4 in the medical field, aiming to encourage their prudent use, provide professional support, and develop accessible medical AI tools that adhere to healthcare standards. This paper examines the impact of technologies such as OpenAI's Generative Pre-trained Transformers (GPT) series, including GPT-3.5 and GPT-4, and other large language models (LLMs) in medical education, scientific research, clinical practice, and nursing. Specifically, it includes supporting curriculum design, acting as personalized learning assistants, creating standardized simulated patient scenarios in education; assisting with writing papers, data analysis, and optimizing experimental designs in scientific research; aiding in medical imaging analysis, decision-making, patient education, and communication in clinical practice; and reducing repetitive tasks, promoting personalized care and self-care, providing psychological support, and enhancing management efficiency in nursing. LLMs, including ChatGPT, have demonstrated significant potential and effectiveness in the aforementioned areas, yet their deployment in healthcare settings is fraught with ethical complexities, potential lack of empathy, and risks of biased responses. Despite these challenges, significant medical advancements can be expected through the proper use of LLMs and appropriate policy guidance. Future research should focus on overcoming these barriers to ensure the effective and ethical application of LLMs in the medical field.

Pilot Development of a 'Clinical Performance Examination (CPX) Practicing Chatbot' Utilizing Prompt Engineering

Objectives: In the context of competency-based education emphasized in Korean Medicine, this study aimed to develop a pilot version of a CPX (Clinical Performance Examination) Practicing Chatbot utilizing large language models with prompt engineering.Methods: A standardized patient scenario was acquired from the National Institute of Korean Medicine and transformed into text format. Prompt engineering was then conducted using role prompting and few-shot prompting techniques. The GPT-4 API was employed, and a web application was created using the gradio package. An internal evaluation criterion was established for the quantitative assessment of the chatbot's performance.Results: The chatbot was implemented and evaluated based on the internal evaluation criterion. It demonstrated relatively high correctness and compliance. However, there is a need for improvement in confidentiality and naturalness.Conclusions: This study successfully piloted the CPX Practicing Chatbot, revealing the potential for developing educational models using AI technology in the field of Korean Medicine. Additionally, it identified limitations and provided insights for future developmental directions.

Not Lost in Translation: The Use of Standardized Patients Technology among Health Professional Students in Tanzania.

Health professionals in Tanzania report a perceived need for sexual and reproductive health communication training to meet patient needs and reduce disparities. Simulation optimizes clinical performance and public entrustment. The study describes the development, feasibility, and acceptability measures of evidence-based, Afrocentric, standardized patient scenarios to train nursing, medical, and midwifery students in sexual and reproductive health in Tanzania. Standardized patient simulation cases with embedded cultural, language, gender, age, sexuality, and legal complexity issues were identified by stakeholders in Dar es Salaam centering on;1) adolescent health, 2) women's health, and 3) male health cases. Twenty-four health professional students evenly split across nursing, midwifery, and medicine were recruited and enrolled to participate in a pilot trial of the standardized patient simulations conducted in Kiswahili and the results recorded. Videos were evaluated by trained bilingual research staff using standardized behavioral checklists. Descriptive statistics and bivariate analyses were used to assess the pilot data. The study found that seventy-five percent (N =18) of baseline participants (N=24) returned for the 3-month follow-up simulation assessment. While not powered for statistical significance, students showed improvement in all cases and a significant improvement in the male erectile dysfunction concerns case for both interpersonal communication (t (17) = -3.445, p < .005) and medical history taking checklist (t(17)= -3.259, p < .005). Further, most students found the opportunity to practice using the simulations helpful or very helpful in their sexual and reproductive health education. It was therefore concluded that preliminary sexual and reproductive health simulation data using standardized patients demonstrated feasibility and acceptability among student participants.

Proof of Concept: Using ChatGPT to Teach Emergency Physicians How to Break Bad News.

Background Breaking bad news is an essential skill for practicing physicians, particularly in the field of emergency medicine (EM). Patient-physician communication teachinghas previously relied on standardized patient scenarios and objective structured clinical examination formats. The novel use of artificial intelligence (AI) chatbot technology, such as Chat Generative Pre-trained Transformer (ChatGPT), may provide an alternative role in graduate medical education in this area. As a proof of concept, the author demonstrates how providing detailed prompts to the AI chatbot can facilitate the design of a realistic clinical scenario, enable active roleplay, and deliver effective feedback to physician trainees. Methods ChatGPT-3.5 language model was utilized to assist in the roleplay of breaking bad news.A detailed input prompt was designed to outline rules of play and grading assessment via a standardized scale. User inputs (physician role), chatbot outputs (patient role) and ChatGPT-generated feedback were recorded. Results ChatGPT set up a realistic training scenario on breaking bad news based on the initial prompt. Active roleplay as a patient in an emergency department setting was accomplished, and clear feedback was provided to the user through the application of the Setting up, Perception, Invitation, Knowledge, Emotions with Empathy, and Strategy or Summary (SPIKES) framework for breaking bad news. Conclusion The novel use of AI chatbot technology to assist educators is abundant with potential.ChatGPT was able to design an appropriate scenario, provide a means for simulated patient-physician roleplay, and deliver real-time feedback to the physician user. Future studies are required to expand use to a targeted group of EM physician trainees and provide best practice guidelines for AI use in graduate medical education.

Exploring the Effectiveness of Telehealth Simulation in a Standardized Patient Scenario.

This study evaluated transitioning face-to-face standardized patient (SP) competencies for nurse practitioner (NP) students to telehealth SP (TSP) competencies. Given the effects of coronavirus disease 2019 on clinical nursing education, faculty need evidence-based strategies that offer flexibility and high-quality learning experiences for students. SP grade rubrics for NP students (n = 53) who completed either face-to-face or TSP examinations were compared to determine whether there were any differences in overall mean score, history taking, physical examination, final diagnosis, and documentation between the two groups. A two-tailed independent sample t test examined whether the mean scores for the variables differed between face-to-face SP and TSP competencies. Overall results indicated the SP competencies were similar between the two groups. This confirms that both options of SP competencies for family NP students are acceptable. [J Nurs Educ. 2023;62(3):162-166.].

Applying Diversity Principles and Patient-Centered, Cultural Curriculum Through Simulation and Standardized Patient Actors

As the U.S. population is becoming more diverse, nursing students need enhanced clinical experiences to become proficient in patient-centered, culturally appropriate nursing care. The addition of cultural care simulation curriculum utilizing a live standardized patient aims to enhance student understanding of cultural care by applying care in a safe, controlled setting. Incorporating the curricular principles of diversity, equity, and inclusion into simulation allows nursing students to apply their understanding of cultures and cultural behaviors in clinical environments. By using a standardized patient and simulation scenario of a patient with cultural needs, students are provided the opportunity to assess, plan, implement, and evaluate culturally appropriate care.

Evaluating Debriefing Encounters of Emergency Medical Practitioners in Remote Simulations and Standardized Patient Scenarios

Evaluating Debriefing Encounters of Emergency Medical Practitioners in Remote Simulations and Standardized Patient Scenarios

Comorbid HIV Infection and Opioid Use Disorder Simulation for Nurse Practitioner Students.

Human immunodeficiency virus (HIV) infection and opioid use disorder (OUD) often occur as comorbid conditions. Many nurse practitioners are treating these conditions in their practice. Most advanced practice registered nursing (APRN) students do not encounter a medically complex patient with both HIV infection and OUD during their clinical experiences. We present an unfolding simulated standardized patient scenario involving both HIV infection and OUD for APRN students. During each of 3 semesters, the students encounter the patient as he presents for a sexually transmitted infection, an OUD relapse, and, finally, new-onset HIV infection. The scenarios become increasingly complex as the students progress in their clinical experiences. This innovative series of scenarios introduces APRN students to complex comorbid patient situations, with many issues to consider.

Interactive Activities to Aid in a Comprehensive Understanding of Mental Health Within the Professional Athletic Training Curriculum

Context Mental health is a significant issue in the United States, with approximately 18.5% of adults and 22% of adolescents having a diagnosable mental illness. Athletic trainers are in a prime position to recognize signs of mental health illness in their patients and to facilitate referral to a mental health professional. Objective To introduce interactive approaches for developing mental health first aid and referral skills in professional athletic training students. Background Although the 2020 Commission on Accreditation of Athletic Training Education curricular content standards require programs to educate students about identification and referral for mental health conditions, the standards do not provide specific suggestions for instructing this content. Description Three educational activities have been implemented into the curriculum: an exploratory counseling session, Mental Health First Aid certification, and a standardized patient encounter. Clinical Advantage(s) The exploratory counseling session improves athletic training students' empathy for individuals living with mental illness. The Mental Health First Aid curriculum has been shown to raise awareness of mental health conditions and positively influence the number of people who receive professional help. Standardized patient scenarios have been shown to increase critical thinking and confidence with mental health cases and to increase knowledge in mental health assessment. Conclusion(s) Students' reflections support that these components have increased their competence and confidence in recognizing, intervening, and making referrals for individuals with suspected mental health concerns.

Lemonade from Lemons-Using COVID Downtime to Teach Essential Telemedicine Skills.

As a result of the COVID-19 pandemic, the use of telemedicine has rapidly accelerated. Our orthopaedic department created a telemedicine educational program for residents using standardized patient scenarios. Training residents to use telemedicine will help them navigate through unforeseen issues that otherwise may have never been a consideration. This is not only useful for today's climate but also potentially for the duration of their careers.

Perspectives of Transgender and Genderqueer Standardized Patients

Phenomenon: Disparities in health and healthcare for gender minorities (GMs) such as transgender people are significant, and medical educators have a responsibility to ensure trainees master the clinical skills required to provide them with quality care. We implemented a standardized patient (SP) scenario designed to measure students’ ability to provide gender-affirming care and sought to understand the experiences and perceptions of the GMs who served as SPs in this case. Our key research question was: how do GM SPs describe the experience of serving as an SP on a gender-affirming care clinical case? Approach: Semi-structured focus groups were conducted with GM SPs (n = 10) to understand their experiences and gauge their perceptions of portraying a patient seeking gender-affirming care. The patient they portrayed matched their own gender identity. Focus groups were transcribed verbatim and analyzed using inductive thematic analysis. Findings: We developed three primary themes in our analysis: personal connection, gap identification, and insight into medical education. The SPs reported a personal connection to this case, enabling them to give nuanced feedback, confront bias they encountered, and foster connection to their broader community. They were able to identify specific gaps related to communication skills, assumptions, and knowledge about gender identity and gender-affirming care. They gained valuable insight into medical education such as the complexity of learning clinical skills and roadblocks to inclusive simulation. Insights: By sharing the perspectives of GMs in patient simulation, this study demonstrates that GMs can also benefit from engagement with medical education, as the SPs in our study described hope, empowerment, and engagement as positive aspects of participation. This study also shows that GMs’ lived experiences seeking medical care were instrumental in their ability to note gaps, which provides valuable insight for other institutions attempting to improve students’ GM clinical skills. Further, GM SPs’ perspectives are valuable to provide a rationale and guidance to other schools implementing gender-affirming education. Efforts to create and implement gender-affirming care curriculum should include GMs in order to build partnerships and prioritize the voices and agency of GMs.

Evaluation of a Breast Cancer Early Detection Curriculum Among Nurses Working in 5 Antiretroviral Clinics in Eswatini

PURPOSE Breast cancer (BC) incidence is rising in sub-Saharan Africa, and approximately 75% of cases are diagnosed at stages III and IV. Women living with HIV, who are surviving longer with antiretroviral use, are also increasingly affected. Survey data suggest that primary care providers often fail to recognize early-stage BC. We trained nurses from 5 antiretroviral clinics in Eswatini to assess breast abnormalities and evaluated our curriculum’s effectiveness in improving BC knowledge and skills. METHODS The 2-day curriculum covered breast physiology, benign pathology, and BC. Clinical breast exam and management were taught using mannequins and standardized patient scenarios, with emphasis on prompt referral for biopsy. After training, mentoring was provided every 2 to 4 weeks at each study clinic. A written examination of BC knowledge (maximum score, 23 points) and an observed examination of practical clinical skills (maximum score, 28 points) were administered before training, immediately after training, and 90 days after training. Pre- and post-training scores were compared using Wilcoxon signed-rank tests. RESULTS Forty-four nurses, with a median of 10 years of experience, underwent training; only 5 nurses (11%) reported prior BC education. All nurses completed the pre- and immediate post-training exams, and 38 completed the 90-day post-training exams. Median scores on pre-, immediate post-, and 90-day post-training knowledge exams were 17.5 (interquartile range [IQR], 16-19), 20 (IQR, 19-21), and 20 (IQR, 19-21), respectively. Median scores on pre-, immediate post-, and 90-day post-training practical exams were 10 (IQR, 7-11), 23 (IQR, 21.5-25), and 23 (IQR, 22-24), respectively. Compared with pretraining scores, immediate post- and 90-day post-training scores on both exams were significantly improved ( P &lt; .0001 for all comparisons). CONCLUSION Our curriculum produced a sustained improvement in nurses’ BC-related knowledge and clinical skills, including identification of possible early cancers. Our results resemble those among similarly trained Rwandan nurses, suggesting that the curriculum may generally benefit front-line health care providers and patients in sub-Saharan Africa.

Promoting Value Through Patient-Centered Communication: A Multisite Validity Study of Third-Year Medical Students.

To examine validity evidence for a standardized patient scenario assessing medical students' ability to promote value using patient-centered communication (in response to a patient requesting an unnecessary test) and to explore the potential effect of various implementation and curricular factors on student scores. Third-year medical students (N = 516) from 5 U.S. MD-granting medical schools completed the communication scenario between 2014 and 2017 as part of a larger objective structured clinical examination (OSCE). Centralized raters assessed performance using an 11-item checklist. The authors collected multiple sources of validity evidence. The mean checklist score was 0.85 (standard deviation 0.09). Interrater reliability for checklist scores was excellent (0.87, 95% confidence interval = 0.78-0.93). Generalizability and Phi-coefficients were, respectively, 0.65 and 0.57. Scores decreased as the number of OSCE stations increased (r = -0.15, P = .001) and increased when they were used for summative purposes (r = 0.26, P < .001). Scores were not associated with curricular time devoted to high-value care (r = 0.02, P = .67) and decreased when more clerkships were completed before the assessment (r = -0.12, P = .006). This multisite study provides validity evidence supporting the use of scenario scores to assess the ability of medical students to promote value in clinical encounters using patient-centered communication. Findings illuminate the potential effect of OSCE structure and purpose on student performance and suggest clerkship learning experiences may not reinforce what students are taught in the formal curriculum regarding high-value care. Devoting more time to the topic appears insufficient to counteract this erosion.

Training Medical Student Facilitators of Peer-Assisted Study Sessions Using an Objective Standardized Teaching Exercise.

IntroductionPeer-assisted study sessions (P.A.S.S.) are medical student–facilitated small-group sessions that aim to improve students’ knowledge and performance in preclinical courses. Peer teaching has been shown to have a positive impact on academic performance of both learners and peer teachers. For peer teaching to be more effective, there is a need for training of peer teachers. We developed a facilitator training workshop to help to improve medical students’ confidence in serving as P.A.S.S. facilitators.MethodsParticipants were first-year medical students who were approved to become P.A.S.S. facilitators. We recruited facilitators to attend a training workshop and provided them with a training manual to use during the training session and as a resource after the session. We recruited five standardized students to participate in an objective standardized teaching exercise (OSTE). We asked facilitators to complete pre/post surveys before and after the workshop to indicate their level of confidence in facilitating the sessions and provide feedback on the workshop.ResultsNine P.A.S.S. facilitators participated in the training session. Analysis of pre- and postworkshop survey data showed a statistically significant increase in student confidence (p ≤ .02).DiscussionDeveloping and implementing a formalized P.A.S.S. facilitator training manual and workshop with an OSTE helped improve students’ confidence in facilitating an organized, effective, and interactive peer teaching session. Students’ positive feedback on the OSTE suggests that OSTEs can be useful tools to help peer teachers learn skills to cope with challenging situations with students.

TEACHING PSYCHIATRY RESIDENTS TO RECOGNIZE AND RESPOND TO ELDER ABUSE THROUGH A STANDARDIZED PATIENT ENCOUNTER

Introduction It is estimated that 10% of older adults in the United States experience elder abuse. There are several types of elder abuse, including physical abuse, financial abuse, and neglect. One form of neglect, self-neglect, accounts for over 40% of elder abuse cases reported to Adult Protective Services. Studies on elder abuse have highlighted the need to train physicians in the detection and reporting of abuse in the older adult population. Methods We piloted an elder abuse training with PGY-3 and PGY-4 general psychiatry residents at Baylor College of Medicine. The residents were emailed two PowerPoint presentations; the first was an introduction to elder abuse and the second focused on capacity assessment of financial decision-making in older adults. One week after receiving the training materials, the residents participated in a standardized patient (SP) encounter. The case featured a 75-year-old individual presenting with signs of self-neglect, including weight loss and poor medication adherence. The older adult was accompanied by a neighbor who was present during the encounter. The residents were paired, with one playing the role of a psychiatrist and the other playing the role of a social worker. The residents completed a knowledge assessment prior to the encounter and a post-encounter evaluation. Results 18 resident physicians participated in the encounter. On average, participants agreed or strongly agreed that identifying and reporting elder abuse were important aspects of their roles as psychiatrists, but were less confident in their abilities to recognize the signs of elder abuse based on physical examination and psychological presentation. In the post-encounter survey, 72% of participants felt that the SP encounter enhanced their ability to detect and report elder abuse. There was a significant improvement in self-reported comfort with performing these skills after completing the encounter (p = 0.01). Conclusions SP encounters can effectively teach the detection of elder abuse and increase learners’ confidence in their skills. Using feedback from this pilot study, future SP scenarios can be expanded to other groups of medical learners, including medical students. This research was funded by: This work was funded by the Norton Rose Fulbright Educational Grant Fund of the Academy of Distinguished Educators at Baylor College of Medicine.

Integrating Sex and Gender into an Interprofessional Curriculum: Workshop Proceedings from the 2018 Sex and Gender Health Education Summit.

Background: In the last 3 years, the National Institutes of Health (NIH) declared advancement of understanding the role sex as a biological variable has in research a priority. The burden now falls on educators and clinicians to translate into clinical practice the ensuing body of evidence for sex as a biological variable that clearly shows the effect of sex/gender on disease diagnosis and management. The 2018 Sex and Gender Health Education Summit (SGHE) organized an interdisciplinary and interprofessional workshop to (1) analyze common clinical scenarios highlighting the nuances of sex- and gender-based medicine (SGBM) in presentation, diagnosis, or management of illness; (2) utilize valid educational and assessment tools for a multiprofessional audience; and (3) brainstorm standardized learning objectives that integrate both.Materials and Methods: We describe the iterative process used to create these scenarios, as well as an interprofessional forum to develop standardized SGBM case-based objectives.Results: A total of 170 health education professionals representing 137 schools of Medicine, Dentistry, Pharmacy, Public Health, Nursing, Physical, and Occupational Therapy participated in this workshop. After attending the workshop, participants reported a significant increase in comfort level with using diverse educational modalities in the instruction of health profession learners. Recurrent themes included case-based learning, use of sex-neutral cases, simulation, and standardized patient scenarios for educational modalities; and self-assessment, peer assessment, and review of clinical documentation as used assessment tools. Materials created for the workshop included teaching SGBM case scenarios, methods of assessment, and sample standardized objectives.Conclusion: The SGHE Summit provided an interdisciplinary forum to create educational tools and materials for SABV instruction that may be applied to a diverse audience.