Terms and Conditions

Last updated: August 26, 2019

Please read these Terms of Use and Privacy Policy  (Collectively “Terms”, “Terms of Use”, “Policy”) carefully before using www.innovating-education.org (“Website”, Site”) operated by Innovating Education in Reproductive Health (“us”, “we”, or “our”).

Your access to and use of the Website is conditioned on your acceptance of and compliance with these Terms. These Terms apply to all visitors, users and others who access or use the Service.

By accessing or using the Service, you agree to be bound by these Terms. If you disagree with any part of the terms then you may not access the Service.

I. Terms of Use

1. Information on this Website should not be considered medical advice, diagnosis, or treatment.

  1. This Website provides information for health professions educators and learners regarding sexual and reproductive health and related topics topics. It is intended to be an educational resource and should not be considered inclusive of all proper treatments or methods of care or as a statement of standard of care. The information is not intended to be a substitute for the independent professional judgement of the treating clinician.
  2. If you have a medical or health emergency, contact your healthcare professional or call 911.

2. This Website is informational and educational. 

  1. The content on this site was current at the time it was created and posted to this Site. Innovating Education in Reproductive Health makes every effort to present accurate and reliable information. This content is, however, provided “as is” without any warranty of accuracy, reliability, or otherwise either express or implied.
  2. Neither Innovating Education in Reproductive Health, nor its employees or agents will be liable for any loss, damage, or claim with respect to any liabilities, including direct, special, indirect, or consequential damages, incurred in connection with these videos or reliance on the information presented.
  3. No educational content on this Site should be interpreted as a replacement for professional training in any discipline. Review or completion of any training curriculum included on this Site should not be interpreted as certification of competence for any clinical skills.

3. Links To Other Websites

Our Site may contain links to third-party web sites or services that are not owned or controlled by Innovating Education in Reproductive Health. We have no control over, and assume no responsibility for, the content, privacy policies, or practices of any third party web sites or services. You further acknowledge and agree that Innovating Education in Reproductive Health shall not be responsible or liable, directly or indirectly, for any damage or loss caused or alleged to be caused by or in connection with the use of or reliance on any such content, goods or services available on or through any such web sites or services.

4. Prohibited Uses

All content on the Site is owned and copyrighted by Innovating Education in Reproductive Health, all rights reserved. Content on this site may not be altered or uploaded to any other website without express permission.

 

II. Privacy Policy

General Innovating Education in Reproductive Health is committed to respecting and protecting your online privacy. This policy informs you the collection, use, and disclosure of Personal Information we receive from users of the Site.

We use your Personal Information to communicate with you, to enable your use of our learning management system, RHEcourse, or to conduct program evaluation for the improvement of our content and user experience.

1. Information Collection And Use

  1. Access to our website is generally unrestricted, and you may browse it anonymously. Users of this website are under no obligation to provide any personally identifying information, with the caveat that a user’s refusal to do so may prevent the user from using certain site features.
  2. Innovating Education in Reproductive Health will collect your personal information when you voluntarily sign-up for our newsletter, log into RHEcourse (our learning management platform) or complete any other form on our site.  When registering you may be asked to enter your name, e-mail address, mailing address, institution, or other demographic information.
  3. Enrollment in RHEcourse requires consent to participate in our program evaluation activities. This evaluation is governed by the UCSF Institutional Review Board which has granted exempt status to evaluate this educational intervention. All content available in RHEcourse is also available on the website without submitting any Personal Information.
  4. Information we collect will never be sold or rented to third-parties. We may release your information when required to comply with the law, enforce our site policies, or protect ours or others rights, property, or safety. Additionally, third-party service providers may be granted access to your Personal Information in their work to support the site’s functionality.
  5. By registering with or using the site, you consent to the use and disclosure of your personally-identifying information as described in this section.

2. Log Data

  1. Like many site operators, we collect information that your browser sends whenever you visit our Site (“Log Data”). This Log Data may include information such as your computer’s Internet Protocol (“IP”) address, browser type, browser version, the pages of our Site that you visit, the time and date of your visit, the time spent on those pages and other statistics.
  2. In addition, we may use third party services such as Google Analytics that collect, monitor and analyze information to determine the popularity of online content and better understand online activity. If you do not want your information to be collected and used by Google Analytics, you can install an opt-out in your web browser (https://tools.google.com/dlpage/gaoptout/)

3. Communications

  1. We may use your Personal Information to contact you with newsletters, update on the functionality of the site, or research or program evaluation survey invitations. Generally, you may opt out of such emails, though we reserve the right to send you notices about your account, such as service announcements and administrative messages even if you opt out of all voluntary email notifications.

4. Cookies

  1. Cookies are files with small amount of data, which may include an anonymous unique identifier. Cookies are sent to your browser from a web site and stored on your computer’s hard drive.
  2. Like many sites, we use “cookies” to collect information. You can instruct your browser to refuse all cookies or to indicate when a cookie is being sent. However, if you do not accept cookies, you may not be able to use some portions of our Site.

5.  Security

The security of your Personal Information is important to us, but remember that no method of transmission over the Internet, or method of electronic storage, is 100% secure. While we strive to use commercially acceptable means to protect your Personal Information, we cannot guarantee its absolute security.

 

III. Changes

This Privacy Policy is effective as of August 26, 2019 and will remain in effect except with respect to any changes in its provisions in the future, which will be in effect immediately after being posted on this page.

We reserve the right to update or change our Privacy Policy at any time and you should check this Privacy Policy periodically. Your continued use of the Service after we post any modifications to the Privacy Policy on this page will constitute your acknowledgment of the modifications and your consent to abide and be bound by the modified Privacy Policy.

Gender Inclusive Language Statement

IERH acknowledges the importance of inclusive language as a component of patient-centered care and we are continually working to improve and create content that is reflective of the diverse experiences of people seeking sexual and reproductive healthcare. While some of our content may refer to “women”, we understand that not everyone with internal reproductive organs/a uterus identifies as a woman or female. We recognize that people who identify as men, non-binary, gender non-conforming, genderqueer, and many other gender identities can become pregnant and seek abortions. We understand the fear of erasure associated with shifting away from the word “women”, but advancing equity in healthcare requires a more inclusive movement and vision. The same systems that threaten holistic care for pregnant and birthing folks also perpetuate violence against trans, queer, and gender non-conforming people, which makes challenging these systems incredibly important.

We strongly believe in the necessity of quality reproductive healthcare not only for cis women but for people of all genders. Content made prior to 2020 may include gendered language, but as we create and update content moving forward we are prioritizing the use of more inclusive language.

Our policy and language were informed by the work of GLAAD, The Midwives Alliance of North America (MANA), Abortion Access Front, NYAAF, and The EMA Fund.

Do’s and Don’ts

Learning Objectives:

At the end of this video learners will:

  • Ask people for their pronouns when it’s safe and appropriate to do so
  • Use neutral language when talking about someone if they do not know how the person identifies
  • Apologize in a healthy way if they misgender someone or mess up in another way
  • Thank people who correct them on pronouns, and work to do better
  • Understand that if they misgender someone and the person corrects them, that correction is an opportunity to change language and behavior to be more inclusive

Reflection Questions:

  • How do you feel about being asked to use or corrected to use they/them pronouns for an individual? What about ze/zir pronouns? Do those two pronoun sets feel different to you?
  • Can you think of a time when your implicit bias affected your interaction with a patient?
  • Have you witnessed the impact of implicit bias during a patient encounter? How did it make you feel to witness that?
  • Can you think of a recent patient interaction in which you would have been able to use the strategies you learned in this course if you had known them beforehand? If so, please describe.

Presented by: Aspen Ruhlin (they/them/theirs)
Community Advocate, Mabel Wadsworth Clinic

In this do’s and don’ts video, Aspen goes over some common mistakes around language, pronouns, and assumptions and explains how to fix them.

Additional Don’ts

  • Don’t assume the pregnant person is the mother or that the other person/partner is the father
  • Don’t assume the number of partners a person has
  • Don’t assume that a pregnant person has a partner at all

Language and Impact

Learning Objectives:

At the end of this video learners will:

  • Accept that changing our language is something that is essential and necessary to provide competent care to trans people
  • Have the tools they need to change language in clinical encounters that excludes trans people
  • Remember that language changes all the time and we need to remain flexible and willing to change

Reflection Questions:

  • When someone calls you out for saying or doing something hurtful or harmful, do you feel compelled to quickly defend yourself and your intentions? Why is that?
  • Do you feel attached to using the word “women” to describe people who are or who can become pregnant? What are some benefits transgender people might experience from the widespread use of inclusive language? How are cisgender women harmed by equating womanhood to pregnancy?
  • How do you feel about “women only” spaces? Do you believe they should be for all women? How do cisgender women benefit from a less restrictive definition of womanhood?

Presented by: Aspen Ruhlin (they/them/theirs)
Community Advocate, Mabel Wadsworth Clinic

In this video Aspen discusses language, the impact it has, and how to shift language to be more gender inclusive. 

Spectrums of Identity

Learning Objectives:

At the end of this video learners will:

  • Understand that identity labels are personal and can mean different things to different people
  • Remember that almost all elements of identity, including gender, exist on a spectrum, and there’s no one right way to do it
  • Understand it is not our place to police how other people exist in their gender and that we should appreciate all the human diversity that exists

Reflection Questions:

  • Do you make assumptions about a person’s gender identity or place gendered expectations on them based on their race, ethnicity, sexual orientation, socioeconomic status, ability, body size, religion, clothing, makeup, etc?
  • What thoughts and feelings come up for you when you cannot easily determine the gender of a person? Do you find yourself trying to determine the person’s sex assigned at birth? Why do you think that is?

Presented by: Aspen Ruhlin (they/them/theirs)
Community Advocate, Mabel Wadsworth Clinic

In this video Aspen describes the different spectrums of identity and the variation that can occur between them.

Understanding Identity: The Gender Opossum

Learning Objectives:

At the end of this video learners will:

  • Understand the importance of using the pronouns people ask you to use for them
  • Describe the difference between gender identity and gender expression
  • Understand that it is not our place to hold trans people to standards of being “man” or “woman” or “nonbinary” enough
  • Avoid making assumptions about someone’s sex or gender
  • Avoid putting gender assumptions, expectations, or beliefs on other people

Since recording, Eddie Izzard’s pronouns have changed. She uses she/her pronouns.

Gender Opossum Worksheet

Reflection Questions:

  • Fill out the gender opossum PDF based on your identities. How did that activity feel? Did you find anything challenging?
  • In what ways have you adhered to gender roles and expectations at different points in your life? How have you benefited from adhering to these gender roles/expectations?
  • In what ways have you deviated from gender roles and expectations at different points in your life? Did you ever experience consequences for violating the rules of the gender binary?

Presented by: Aspen Ruhlin (they/them/theirs)
Community Advocate, Mabel Wadsworth Clinic

In this video Aspen walks through the “Gender Opossum”, a handy visual aid for understanding different elements of identity.

Gender Beyond the Binary

Learning Objectives:

At the end of this video learners will:

  • Understand that gender is experienced in a spectrum of ways and not simply as one of two check boxes
  • Become familiar with the historical context and implications of colonization on the idea of a strict gender binary in the US
  • Name other cultures from around the world that acknowledge more than 2 genders

Reflection Questions:

  • How have you reinforced the idea of a gender binary in your own life and in the lives of people around you? (Ex. attending a gender reveal party, encouraging someone to “man up” or “be more ladylike”, etc)

Presented by: Aspen Ruhlin (they/them/theirs)
Community Advocate, Mabel Wadsworth Clinic

In this video Aspen discusses gender beyond the binary of man/woman. They explain that gender is experienced in a spectrum of ways and not simply as one of two check boxes.

Sex and Gender

Learning Objectives:

At the end of this video learners will:

  • Define gender and sex and describe their differences
  • Understand that human sex diversity goes far beyond the binary of male and female
  • Identify ways in which the socially constructed binaries of sex and gender are damaging

Reflection Questions:

  • How do you relate to gender outside of your assigned sex at birth?
  • What is your earliest positive memory of a trans person? What is your earliest negative memory of a trans person?
    • How do you think these memories shaped your views of trans people?

Presented by: Aspen Ruhlin (they/them/theirs)
Community Advocate, Mabel Wadsworth Clinic

In this video Aspen describes the difference between sex and gender and explains that both are social constructs we can shift our thinking around.