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This article explains the importance of a communities of practice (CoP) model for continually aligning medical education and clinical transformation with contemporary health issues. It describes the evolution and advantages of using CoP as a model for transforming medical education and clinical practice and applies the CoP methodology to addressing the changing needs of socially vulnerable populations (LGBTQ [lesbian, gay, bisexual, transgender, and queer/questioning], persons experiencing homelessness, and migrant farm workers). In conclusion, this article describes CoP-led activities, achievements, and value creation in medical education by the National Center for Medical Education Development and Research established at the Meharry Medical College. Key words: communities of practice; primary care; medical education, systematic review; vulnerable populations, LGBTQ https://doi.org/10.1370/afm.2925, INTRODUCTION Given the rapid changes in the demographic, social, and personal health landscapes, the health care sector needs to continually update and reinvent itself to meet the evolving needs of [...]

Transgender and gender-diverse (TGD) patients experience a greater burden of health disparities compared with their heterosexual/cisgender counterparts. Some of the poorer health outcomes observed in these populations are known to be associated with the prevalence of implicit bias, bullying, emotional distress, alcoholism, drug abuse, intimate partner violence, sexually transmitted infections (eg, human immunodeficiency virus and human papilloma virus), and cancer. The TGD populations face unique barriers to receiving both routine and gender-affirming health care (acquiring hormones and gender-affirming surgeries). Additional barriers to implementing affirming care training for TGD patients are lack of expertise among medical education faculty and preceptors both in undergraduate and in graduate medical education programs. Drawing on a systematic review of the literature, we propose a policy brief aimed at raising awareness about gender-affirming care among education planners and policy makers in government and advisory bodies. Key words: gender-affirming care; transgender and gender-diverse patients; primary care; medical education; curricula; health care workforce; vulnerable populations; LGBTQ https://doi.org/10.1370/afm.2926, INTRODUCTION Transgender people have a gender identity that differs from their assigned sex at birth. (1) Because transgender medicine is not adequately covered in medical curricula, few clinicians are comfortable [...]