The social changes that demonstrate an emergence of aspects related to sexual diversity, associated with a curriculum that prepares students for new challenges, necessitate the adoption of strategies that enable medical students to understand these new social realities from a biomedical and medical perspective. Taking the above into account, this proposal for pedagogical innovation based on the Design Thinking methodology is presented with the purpose of benefiting the education of medical students to improve comprehension performance in anatomy related to sex changes. The problem expressed in the problem tree stems from the fact that current Western societies, including those in Latin America, are facing a paradigm shift in how issues of sex and gender are addressed. This highlights elements of specific attention linked to anatomical changes that general practitioners should have the necessary knowledge to address in this population. This situation is also associated with the competencies that students should be developing during their education. Due to this issue, a virtual learning module called Anatomy of Sex Change: Virtual Module is presented to address potential low anatomical knowledge among medical students at the Universidad del Rosario regarding the morphological changes presented by individuals undergoing gender affirmation surgeries. This proposal provides relevant information about the anatomical characteristics that a person presents after undergoing gender affirmation surgery. Its design is based on a structure of Teaching for Understanding through clinical cases, for medical students enrolled in the Reproductive AIAS with didactic strategies that enable the student to achieve the expected learning outcomes for the course.
