A visual analysis of gender bias in contemporary anatomy textbooks

Parker, Rhiannon; Larkin, Theresa A; Cockburn, Jonathan P

doi:10.1016/j.socscimed.2017.03.032

Cited by 74 publications

(60 citation statements)

References 47 publications

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“…In our previously published studies on gender issues and anatomy (Morgan et al ), we reported that, contrary to our expectations, both medical students and professional anatomists were not unduly concerned about gender imbalance in anatomical texts. Indeed, we also found that many contemporary textbooks of gross anatomy and surface anatomy lack gender neutrality, in terms of both imagery and text (Morgan et al ) and this is supported by the recent findings of Parker et al (). Our surveys (Morgan et al ) further showed that medical students and anatomists were not generally sympathetic to gender politics, were not particularly in favor of gender matters being incorporated as part of anatomy courses, and were not worried by anatomical phraseology or concepts that had sexist overtones.…”

Section: Introductionsupporting

confidence: 86%

Medical students and professional anatomists do not perceive gender bias within imagery featuring anatomy

et al. 2017

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Previous studies suggest that, while both medical students and professional anatomists recognize the importance of gender issues and do not wish to associate with sexism, most are unaware of the possible negative aspects of sexism within anatomy (Morgan et al. , J. Anat. 224:352–365; , Clin. Anat. 29:892–910). To further investigate this issue, we provided second year medical students at Cardiff University (n = 293) and at the University of Paris Descartes, Sorbonne Paris Cité (n = 142) and professional anatomists (n = 208) with a questionnaire inviting them to address the possibility that gender factors within anatomical imagery (both historical and contemporary) hinder the dispassionate representation of anatomy. Ethical approval for the survey was obtained from the universities at both Cardiff and Paris. In the light of previous findings, the hypothesis tested was that medical students and professional anatomists do not perceive a gender bias when reflected in imagery that is based on anatomical iconography. Our survey results support this hypothesis and suggest that most students and anatomists are unaware of the possible negative aspects of sexism within the culture of anatomy. We consequently recommend that teachers of anatomy and authors of anatomical textbooks should be aware of the possibility of adverse effects on professional matters relating to equality and diversity issues when using imagery. Clin. Anat. 30:711–732, 2017. © 2017Wiley Periodicals, Inc.

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Section: Introductionsupporting

confidence: 86%

Medical students and professional anatomists do not perceive gender bias within imagery featuring anatomy

et al. 2017

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“…It should also be noted that a new understanding of human diversity goes beyond the binary conception of sex and gender (Fausto‐Sterling, 2000; Parker et al, 2017). More research is needed around how and if gender differences are polarized in what attitudes are shaped toward commemorations in anatomy education.…”

Section: Discussionmentioning

confidence: 99%

Attitudes of Anatomy Students toward Commemorations for Body Donors: A Multicultural Perspective

El-Haddad

Prvan

Štrkalj

2020

Anatomical Sciences Ed

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Many medical schools practice commemorative ceremonies to honor body donors. Attitudes of medical education stakeholders toward these ceremonies have not yet been fully investigated. The aim of this study was to explore anatomy students' attitudes toward commemorations at a multicultural institution which has not introduced these ceremonies yet. A survey was carried out on different groups of anatomy students that were exposed and not yet exposed to human remains. The survey was used to record basic demographic data from the respondents, ask if they would support the establishment of an anatomy commemoration and in which format. A total of 756 anatomy students participated in the survey (response rate 69.8%). The majority (76.3%) were in favor of introducing a commemoration for donors. The associations of students' gender, attitude toward body donation, and level of exposure to human remains with attitudes toward commemoration for donors were identified (P < 0.05), whereas ethnicity and religion seemed to have no influence on attitudes (P > 0.05). Most students believed that anatomy staff and students should organize the commemoration. There was a preference for the commemoration to be secular with revealed identities of donors, and not recorded for social media. The support for the establishment of commemorations transcended cultural and religious differences and confirmed students' respectful attitude toward donors. Anatomy commemorations seem to have potential not only to engage students with one another, and donor families, but also to pave the way for students to become life‐long ethical and empathetic learners and practitioners.

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“…[39][40][41][42] For example, gender-specific knowledge has historically been sparse or absent in many medical textbooks and presentations, with some overtly demeaning and sexist. 22,[43][44][45][46][47][48] In 1995, Ruth Simkin 49 and Susan Phillips 50 demanded more contextual, inclusive definitions of women's health that recognised injustices and worked to address power imbalances and systemic injustices. Barbara Zelek and colleagues 51,52 similarly highlighted the need for gender sensitivity in medical education, whereby content, language, and process could be used to improve gender awareness and equity rather than to reinforce sexist norms.…”

Section: The What: Understanding Gender Issues In Medical Curricula Tmentioning

confidence: 99%

Applying feminist theory to medical education

Sharma

2019

The Lancet

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To adequately address gendered issues of sexual harassment, wage gaps, and leadership inequities, medical institutions must interrogate medical education. Feminist theories can help to understand how power operates within our classrooms and at the bedside. This scoping review maps the four main ways in which feminist theory has been applied to medical education and medical education research-namely, critical appraisal of what is taught in medical curricula; exploration of the experiences of women in medical training; informing pedagogical approaches to how medicine is taught; and finally, medical education research, determining both areas of inquiry and methodologies. Feminist theory has the potential to move clinicians and educators from theory to action, building bridges of solidarity between the medical profession and the community it is called to serve.

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A visual analysis of gender bias in contemporary anatomy textbooks

Cited by 74 publications

References 47 publications

Medical students and professional anatomists do not perceive gender bias within imagery featuring anatomy

Medical students and professional anatomists do not perceive gender bias within imagery featuring anatomy

Attitudes of Anatomy Students toward Commemorations for Body Donors: A Multicultural Perspective

Applying feminist theory to medical education

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