PRIDE Program About Us Message from the Directors Curriculum & Training RAPS Curriculum Program Leadership Application Information Contact Us Curriculum & Training Home Education Mission-based Programs PRIDE Program PRIDE Program > Curriculum & Training Curriculum Overview First Year eQuality's LGBTQ+ Healthcare Elective A series of lunchtime lectures by field experts who expand the existing UC Irvine School of Medicine’s LGBTQ+ Healthcare curriculum on a variety of important topics for our community. Mission-Based Clinical Preceptorships (PACE 1) Through the UC Irvine School of Medicine Patient and Community Engagement (PACE) Preceptorships, students will be paired with faculty who work specifically with the LGBTQ+ community for a combination of primary or specialty care. Second Year UC Irvine + CUSM LGBTQ+ Healthcare Certificate Training This is a fully asynchronous course organized into eight core modules, each focusing on critical areas of LGBTQ+ healthcare. Every module includes opportunities for deeper engagement through optional Enrichment Materials and quizzes to gauge understanding. Mission-Based Clinical Preceptorships (PACE 2) Continuation of the UC Irvine School of Medicine Patient and Community Engagement (PACE) Preceptorships, students will be paired with faculty who work specifically with the LGBTQ+ community for a combination of primary or specialty care. Third Year Leadership Training & Preparation for Practice A series curriculum designed to integrate structured learning, reflection and applied practice in LGBTQ+ health across the academic year. Fourth Year Advanced LGBTQ+ Healthcare Electives Experiential learning designed to broaden the student's understanding of providing medical care to LGBTQ+ patients. Longitudinal Curriculum Pre-Clinical Service-Learning Project & Evaluation Students will design and implement a service-learning project in the second year of training. The service-learning project can take place alongside any LGBTQ+ organization of the student's choosing. Students submit their project plan at the end of their first year or the start of their second year. It will be approved by PRIDE Program leadership. Longitudinal Scholarly Project & Evaluation Students will complete a longitudinal scholarly / capstone project of their design that can include: Master’s Program Funded individually or through grant/scholarship applications and taken between the third and fourth year as a leave of absence. Can focus on public health, public policy, LGBTQ+ studies or other topics approved by the program leadership in advance. A Longitudinal Research Project Students may choose a research project of their own design to work on during the four years of medical school. The project must be submitted for peer review, publication or presentation at a large national conference. A Longitudinal Curriculum Redesign Students may choose to create a new curriculum for medical students, faculty or the public. They can also redesign or enhance an existing curriculum with the approval of the course director and program directors. Programs must follow Kern’s 6-Steps for development, with the program analysis submitted for grading. Curricula will be implemented with / presented to vested parties.