by Scott Mariouw, M.D.; Mary Blazek, M.D. | April 16, 2024 Article Citation: Baecher-Lind L, Sutton JM, Bhargava R, Chen KT, Fleming A, Morgan HK, Morosky CM, Schaffir J, Sonn T, Royce CS, Stephenson-Famy A, Madani Sims S, on behalf of the Association of Professors of Gynecology and Obstetrics Undergraduate Medical Education Committee. Strategies to Create a More Gender Identity Inclusive Learning Environment in Preclinical and Clinical Medical Education. Acad Med 2023; 98(12): 1351-1355. DOI: 10.1097/ACM.0000000000005334 What is this article about? Recognition that gender identities exist along a spectrum is a relatively recent change within medical education. This scholarly perspective article seeks to provide vocabulary and approaches to assist medical educators to create a gender identity inclusive learning environment across preclinical and clinical settings. The authors highlight areas and examples of potential challenges to this goal. Their experiences in reproductive health can be extrapolated across disciplines. Why should you read the article? Many medical educators appreciate the importance of a gender identity inclusive environment but lack the confidence or resources to create it. The authors of this article provide thoughtful examples of how errors in the use of gender identity inclusive language occur, clear explanations of what is problematic in each scenario, and suggestions on how to address the specific lapses. This use of short, case-based examples helps translate the authors’ goal of having medical educators recognize the nuances of gender identity inclusivity and to promote change within the learning environment moving forward. How can you use this article? Medical educators will find an effective reference to assist in promoting a safe learning environment for students in all stages of medical education. This article provides pragmatic tools including a table outlining clear definitions of terms used to describe a broad spectrum of gender identities, checklists for review of curricular materials, and examples of educational disclaimers that can be utilized to develop educational content that promotes gender identity inclusivity in medical education. Review Author: Scott Mariouw, M.D.; Assistant Director of Medical Student Education and Assistant Clinical Professor of Psychiatry, University of Michigan, Ann Arbor, MI. Mary Blazek, M.D. co-authored this review. Organization: Association of Directors of Medical Student Education in PsychiatryFostering a Gender Identity Inclusive Learning Environment in Medical Education