Purpose
The goal of this analysis was to determine opportunities to integrate social determinants of health concepts, standardize demographic terminology, and improve sensitivity of patient cases in the preclinical medical curriculum. The importance representation in medicine relies on the inclusion of varying perspectives, lived experiences, and demographic and socioeconomic characteristics. The importance of inclusive, bias-free language has also been described previously.1,2 T his evaluation sought to evaluate the baseline demographics of patients presented in the cases to ensure both consistency of presentation as well as diversity and equity of qualities represented.

Methods
This analysis was performed at a medical school with an integrated curriculum and focused on two organ-system blocks presented in the second preclinical year. Patient cases used in the class workshops were obtained from the shared database of case questions. The following information was collected from each case: patient age, sex, sex descriptor, presentation modality (clinic, hospital, etc.), comorbidities/past medical history, race, ethnicity, religion, social history, family history, and discipline associated with the question. Descriptive statistics were then performed on the data.

Results
Analysis of the endocrine and reproductive blocks revealed several main areas of opportunity. First, the age caps in both blocks stopped in the mid to late 70’s. Next, there was only one patient characteristic focused on social determinants of health. In our curriculum, most of these discussions are found in other courses. While we have worked to eliminate race from most questions to ensure equity across the curriculum, we may want to consider how to ensure that equity issues are being evaluated in workshop questions. Additionally, the terminology of sexes can be standardized in both blocks. Finally, the reporting location can be re-examined to ensure that it gives a clear picture of the clinical course of these diseases.

Discussion
In the future, similar analyses will be performed in the rest of the blocks of the Integrated Science Course (Principles of Medicine, Gastrointestinal, Musculoskeletal, Cardiopulmonary, Renal, Hematology, and Neurology) to identify demographic trends and inform areas of opportunity to enrichment, standardization, and curriculum integration.