PRIDE Program About Us Curriculum & Training RAPS Curriculum Message from the Directors Program Leadership Application Information Contact Us Curriculum & Training Home About Campus & Community Resources Communications & Public Relations Office 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 Reflection, Advocacy, Public Speaking (RAPS) Elective A series curriculum designed to integrate structured learning, reflection and applied practice in LGBTQ+ health across the academic year. RAPS Curriculum Four Year 625Z - UC Irvine Intro to Gender Diversity Elective This introduction to Gender Diversity curriculum is designed to broaden the student’s understanding of providing medical care to LGBTQ+ patients. Intro to Gender Diversity Elective 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+ Advocacy 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, gender 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 Re-design 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. PRIDE Program Curriculum Map The PRIDE Program curriculum focuses on the following themes: Social Justice: Awareness, Acknowledgement & Action RAPS Thread: Reflection, Advocacy, Public Speaking Narrative Medicine Critical Consciousness Socio-ecological Model Transtheoretical Model for Change Month MS1 MS2 MS3 MS4 July Research or Global Health Project (optional) MS3 Group Check in & Career Planning MS4 Group Check in & Career Planning August Orientation to PRIDE Program and Learning Skills Development Orientation to MS2 and Learning Skills Development Personal Statement & CV Review September Social Determinants of Health for LGBTQ+ Patients Code Switching 101 RAPS: Intersectionality and Balancing Identities for ourselves and our LGBTQ+ Patients Interview Practice and Coaching October Imposter Syndrome RAPS: The Bios-psycho-social-Spiritural Model for LGBTQ+ Patients Interveiw Practice and Coaching November Capacity Building RAPS: Access to Health Systems for LGBTQ+ Patients Interview Season December MS3 Rotation Planning Rotation Planning & MS2 Advising Session Interview Season January LGBTQ+ Health Matters Series Code Switching 201 RAPS: Structural Competency for LGBTQ+ Patients Interview Season February LGBTQ+ Health Matters Series RAPS: Aging & End of Life Care for LGBTQ+ Patients LGBTQ+ Health Matters Series March Dedicated RAPS: Social Justice & Health Equity for LGBTQ+ Patients Match April Resiliency Lecture Dedicated RAPS: Narratives & Advocacy for the LGBTQ+ Community Personal Statement & CV Review Complete Service Learning and Scholarly Projects May RAPS: Dismantling the four I’s of Oppression June Summer Pre-Health Academy Volunteering (Optional) RAPS: Presentations and Rocking Your Subinternship Personal Statement & CV Review