Student's perspectives of inclusive practices in anatomy education

There is a drive to implement inclusive practices in anatomy by adapting curricula and utilizing inclusive language and resources that negate biases. However, to date there is no data regarding student's perception of inclusivity. Therefore, the study aims to investigate anatomy student's...

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Bibliographic Details
Published in:Anatomical sciences education 2024-04, Vol.17 (3), p.571-590
Main Authors: Longhurst, Georga Jane, Bazira, Peter J., Finn, Gabrielle Maria
Format: Article
Language:English
Subjects:
Anatomy
diversity
Education
Educational Environment
equality
Ethnicity
inclusion
inclusivity
Students
Teaching Methods
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Summary:There is a drive to implement inclusive practices in anatomy by adapting curricula and utilizing inclusive language and resources that negate biases. However, to date there is no data regarding student's perception of inclusivity. Therefore, the study aims to investigate anatomy student's opinions on inclusive practices in anatomy education based on the protected characteristics of age, disability, ethnicity, gender affirmation and sex. One hundred and forty‐five students completed a questionnaire with 21 Likert‐scale and two open‐ended questions. Kruskal–Wallis tests compared responses by groups defined by the protected characteristics of the Equality Act (2010). Most students (71.2%; n = 84) agreed or strongly agreed that “improving inclusivity in anatomy education should be educator's priority”. In terms of representation, there was a statistically different response rate from students from different ethnic backgrounds to the statements “there are anatomy educators” (p 
ISSN:1935-9772
1935-9780
DOI:10.1002/ase.2388