Indiana University School of Medicine is forcing first year students to take 'sex and gender primer'

Indiana University School of Medicine's mandatory 'Human Structure' course for first year students has been overhauled to include 'sex and gender primer' teaching them to use gender-inclusive language and avoid words like male and female.

The lessons advise students that medical procedures such as cervical cancer screenings should be offered to 'people' not 'women' to avoid offending patients.

Students are also taught that gender is a 'social construct' separate from biological sex, and as doctors they should use 'gender-inclusive and language' to promote 'affirmation of identity.'

The power point presentation also includes a diagram titled the 'Genderbread Person,' which uses a gingerbread man cookie to illustrate the differences between identity, sexual attraction, biological sex, and self expression. 

A 'Goals' section from a lesson plan says the class strived to instill 'reduced gendered language' and direct students use 'anatomy specific language' throughout their future medical practice.

It comes as the latest example of troubling medical practices that seem to be putting social ideologies before sound the practicing of safe medicine, which includes a prominent St. Louis medical center being accused of bullying parents into giving children irreversible hormonal treatment.

The lesson's 'Genderbread Person' slide, which uses a gingerbread man cookie to illustrate the differences between identity, sexual attraction, biological sex, and self expression

Indiana University School of Medicine added the gender-inclusive education lessons to 'Human Structure' course all first-year students are required to take

The power point lesson includes a slide asserting that sex and gender are not equivalent.

It is stated that sex is a 'mostly biological construct,' while defining it as 'patterns of chromosomes, genes, and hormones produce common phenotypes but variations exist.'

'Some societies established binarized sex as male/female even though not everyone fits into those categories,' the slide notes.

It then goes on to assert gender is a 'mostly social construct,' but that 'most identify with their sex assigned at birth.'

The lesson then explains that just one to three percent of high school students identify as non-binary or trans gender, and that between one and four percent of the population 'have intersex variations or differences in sexual 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 inclusivity, which instruction to 'default to they/them' pronouns.

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 cervices need to undergo yearly cervical cancer screening.'

When doctors are forced to discuss the human body in their line of work, the University directs its students to focus on 'anatomy-based language' that eschews any mention of gender.

The lesson advises that this 'focuses on the organs, tissues, and structures themselves and in relation to each other, and not as 'typical' person of any one sex assigned at birth.'

As an example, it says students should not say things like 'the male gonad produces sperm,' but instead say 'the testes produce sperm.'

Students are taught that 'not everyone fits' into the 'established binarized sex as male/female,' which it describes merely as 'common gender types.'

'These are oversimplifications and BOTH exist on a continuum,' the lesson adds.

It also includes a timeline for how to treat a patient with "a difference of sex development," which begins at four years of age and reaches into adulthood.

That time line advises introducing four-year-olds to ideas about the difference between gender and sex.

By six-years-old, the lesson says kids should begin talking about puberty, and that doctors should consider having those discussions children in private.

Come early puberty doctors are advised to hold meetings with patients in private and to begin discussing transitions.

At late puberty the school says doctors should begin organizing transitions with patients.

Indiana University School of Medicine did not respond to DailyMail.com requests for comment.

Jamie Reed worked at The Washington University Transgender Center at St. Louis Children's Hospital between 2018 and November 2022

Jamie Reed (pictured) said she took the job with the intention of 'saving' trans kids, but that she believes what is happening amounts to 'permanent harm' on young, vulnerable children

Last month, a St. Louis transgender treatment clinic is under investigation for allegedly harming up to 600 children after a whistleblower claimed parents were bullied into allowing kids to take irreversible hormone drugs and undergo gender-transitioning surgeries.

Jamie Reed, a former employee at the Washington University Transgender Center at St. Louis Children's Hospital, told The Free Press that the clinic administered a litany of irreparable treatments to minors, often times without parental consent. 

Reed claimed that doctors would ask questions like 'do you want a dead daughter or an alive son?' to 'bully' children's parents into going ahead with gender transitions - under the pretense that not doing so would make them suicidal.

The whistleblower told The Free Press that working at the center, which medically transitioned 600 children within two years, was 'like I was in a cult, and I had to de-program my way out of it.' 

Reed alleged, in a sworn affidavit, that the hospital openly lied about not performing sex-transitioning surgeries on minors - claiming one doctor, Dr. Allison Snyder-Warwick, performed one at the hospital in the last few years.

Missouri Attorney General Andrew Bailey confirmed his office was launching an major probe into the clinic following Reed's allegations, which he characterized as 'disturbing.'