Indiana University Medical School’s required ‘Human Structure’ course for freshmen has been revised to include ‘sex and gender first’ which teaches them to use gender-inclusive language and avoid words like masculine and feminine.
The lessons advise students that medical procedures, such as cervical cancer screening, should be offered to “people” and not “women” to avoid offending patients.
Students are also taught that gender is a ‘social construction’ separate from biological sex and, as doctors, they must use ‘gender language and inclusion’ to promote ‘identity affirmation’.
The power point presentation also includes a diagram titled ‘Gender Bread Person’, which uses a gingerbread man cookie to illustrate the differences between identity, sexual attraction, biological sex and self-expression.
An ‘Objectives’ section of a lesson plan says the class strove to instill ‘gender-reduced language’ and direct students to use ‘anatomy-specific language’ throughout their future medical practice.
It stands as the latest example of troubling medical practices that appear to put social ideologies ahead of practicing safe medicine, including accusing a prominent St. Louis medical center of intimidating parents into giving children a irreversible hormone treatment.
The “Genderbread Person” slide from the lesson, which uses a gingerbread man cookie to illustrate the differences between identity, sexual attraction, biological sex, and personal expression.
Indiana University School of Medicine added gender-inclusive education lessons to the ‘Human Structure’ course all freshmen are required to take
The power point lesson includes a slide stating that sex and gender are not equivalent.
Sex is claimed to be a ‘primarily biological construct’, while it is defined as ‘patterns of chromosomes, genes and hormones that produce common phenotypes but variations exist’.
“Some societies have established the binarized sex as male/female, although not all fit into those categories,” the slide notes.
He then goes on to state that gender is a ‘largely social construction’, but that ‘most identify with the sex assigned at birth’.
The lesson then explains that only one to three percent of high school students identify as non-binary or transgender, and that between one and four percent of the population “have intersex variations or differences in sex differentiation.” .
Despite those minute numbers, the school advises its students that in their future practice they should focus on using language that avoids any reference to gender in the name of inclusion, which instructs pronouns to ‘default to them’.
The school advises using ‘person first language’ which ‘places the person before a trait, condition or diagnosis’. As an example, students are told to refer to ‘people’, not women, ‘with a cervix who must have an annual cervical cancer screening’.
When doctors are forced to talk about the human body in their line of work, the University directs its students to focus on “anatomy-based language” that avoids any mention of gender.
The lesson cautions that this “focuses on the organs, tissues, and structures themselves and in relation to each other, and not as a ‘typical’ person of either sex assigned at birth.”
As an example, he says that students should not say things like ‘the male gonad produces sperm’, but rather say ‘the testicles produce sperm’.
Students are taught that ‘not everyone fits’ into the ‘established male/female binarized sex’, which is described simply as ‘common gender types’.
“These are oversimplifications and they BOTH exist on a continuum,” the lesson adds.
It also includes a timeline on how to treat a patient with “a difference in sexual development,” beginning at four years of age and continuing through adulthood.
That timeline advises introducing four-year-olds to ideas about the difference between gender and sex.
At age six, the lesson says that children should start talking about puberty and that doctors should consider having those conversations with children in private.
When early puberty hits, clinicians are advised to meet with patients privately and start talking about transitions.
At late puberty, the school says clinicians should start arranging transitions with patients.
The Indiana University School of Medicine did not respond to DailyMail.com’s requests for comment.
Jamie Reed worked at the Washington University Transgender Center at St. Louis Children’s Hospital from 2018 to November 2022
Jamie Reed (pictured) said she took the job with the intention of “saving” trans children, but believes what is happening amounts to “permanent damage” to young and vulnerable children.
Last month, a St. Louis transgender treatment clinic was under investigation for allegedly harming as many as 600 children after a whistleblower claimed parents were intimidated into allowing the children to take irreversible hormone drugs and undergo breast augmentation surgeries. gender transition.
Jamie Reed, a former employee of the Washington University Transgender Center at Children’s Hospital of St. Louis, said the free press that the clinic administered a litany of irreparable treatments to minors, often without parental consent.
Reed claimed that doctors were asking questions like ‘do you want a dead daughter or a living son?’ to ‘intimidate’ the children’s parents into going ahead with gender transitions, under the pretense that not doing so would make them suicidal.
The complainant said the free press that working at the center, which medically transitioned 600 children in two years, was “like I was in a cult, and I had to deprogram to get out of it.”
Reed alleged, in an affidavit, that the hospital outright lied about not performing sexual transition surgeries on minors, claiming that a doctor, Dr. Allison Snyder-Warwick, performed one at the hospital in recent years.
Missouri Attorney General Andrew Bailey confirmed that his office was launching a major investigation into the clinic following Reed’s allegations, which he called “disturbing.”
