“…1.1 | The current landscape in anatomy and higher education Historical events and, more recently, events in 2020, have considerably changed the educational landscape, and irrevocably at that (Finn, Quinn, et al, 2021). The protests and reaffirmation of Black Lives Matter (BLM) activism that followed the murder of George Floyd while in police custody brought into sharp focus pre-existing societal divisions in Western societies.…”
Section: Contextmentioning
confidence: 99%
“…It involves recognition of injustices committed against minorities for the advancement of science, and a redressing of this balance in the form of increasing the visibility and value of these minorities previously utilized without consent or without a face. It has been described in broader contexts of higher education (Jansen, 2019; Jansen & Osterhammel, 2017), but less in anatomy (Finn, Quinn, et al, 2021). An inclusive curriculum is universal and intended to improve the experience, skills and attainment of all students including those in protected characteristic groups.…”
Section: Contextmentioning
confidence: 99%
“…History, though, cannot be undone, it must be acknowledged. For example, anatomy stems from grave robbing, vivisection, dissection of the poor, criminals and the wounded, and Nazi experiments (Finn, Quinn, et al, 2021 ). As a discipline, we must start a process of critical reflection on our past and identify actions and opportunities, through this reflective process, to make our educational space as inclusive as possible.…”
Anatomy is a discipline that, despite its universal nature, offers limited diversity in terms of representation in cadavers, imagery, technology, and models used within teaching. The universal move toward inclusive curricula has put anatomy education under the microscope, particularly with respect to efforts to decolonize curricula. This paper considers the challenges and opportunities to diversify the anatomy curriculum. Decolonizing anatomy education curricula will entail addressing the ingrained cultures within the disciplines, such that produces a number of challenges including: underrepresentation of certain bodies, difficulty talking about difference, and the hidden curriculum in anatomy education. In order to aid educators in achieving inclusive anatomy curricula, a toolkit and considerations are presented, alongside both do's, don'ts and case examples. We highlight the black-or-white dichotomy, and the absence of brown in between.The paper is a conversation starter for what it means to begin the process of decolonizing the curriculum within anatomy education.
“…1.1 | The current landscape in anatomy and higher education Historical events and, more recently, events in 2020, have considerably changed the educational landscape, and irrevocably at that (Finn, Quinn, et al, 2021). The protests and reaffirmation of Black Lives Matter (BLM) activism that followed the murder of George Floyd while in police custody brought into sharp focus pre-existing societal divisions in Western societies.…”
Section: Contextmentioning
confidence: 99%
“…It involves recognition of injustices committed against minorities for the advancement of science, and a redressing of this balance in the form of increasing the visibility and value of these minorities previously utilized without consent or without a face. It has been described in broader contexts of higher education (Jansen, 2019; Jansen & Osterhammel, 2017), but less in anatomy (Finn, Quinn, et al, 2021). An inclusive curriculum is universal and intended to improve the experience, skills and attainment of all students including those in protected characteristic groups.…”
Section: Contextmentioning
confidence: 99%
“…History, though, cannot be undone, it must be acknowledged. For example, anatomy stems from grave robbing, vivisection, dissection of the poor, criminals and the wounded, and Nazi experiments (Finn, Quinn, et al, 2021 ). As a discipline, we must start a process of critical reflection on our past and identify actions and opportunities, through this reflective process, to make our educational space as inclusive as possible.…”
Anatomy is a discipline that, despite its universal nature, offers limited diversity in terms of representation in cadavers, imagery, technology, and models used within teaching. The universal move toward inclusive curricula has put anatomy education under the microscope, particularly with respect to efforts to decolonize curricula. This paper considers the challenges and opportunities to diversify the anatomy curriculum. Decolonizing anatomy education curricula will entail addressing the ingrained cultures within the disciplines, such that produces a number of challenges including: underrepresentation of certain bodies, difficulty talking about difference, and the hidden curriculum in anatomy education. In order to aid educators in achieving inclusive anatomy curricula, a toolkit and considerations are presented, alongside both do's, don'ts and case examples. We highlight the black-or-white dichotomy, and the absence of brown in between.The paper is a conversation starter for what it means to begin the process of decolonizing the curriculum within anatomy education.
“…5 Many organizations, after self-examination, are currently prioritizing diversity and inclusion. 6,7 Diversity, how to measure it, and how to accomplish it have always been controversial. Furthermore, it has been shown that physicians and other health professionals feel intimidated or uncomfortable when engaging in discussions of topics related to diversity and representation.…”
mentioning
confidence: 99%
“…5 Many organizations, after self-examination, are currently prioritizing diversity and inclusion. 6,7…”
In today's world, departments of anesthesiology and professional organizations are rightfully expected to have racial, ethnic, and gender diversity. Diversity and inclusiveness are considered important contributors to an effective and collaborative work environment by promoting excellence in patient care, education, and research. This has been re-emphasized in the racial reckoning in the summer of 2020, and the ongoing health care disparities manifested by the global coronavirus disease 2019 (COVID-19) pandemic. Moreover, the negative consequences of a lack of diversity and inclusion in health care have been shown to impact recruitment, retention, and the economic well-being of academic departments. In the present article, we review the current state of diversity in anesthesiology departments and professional organizations in the United States. We discuss strategies and important approaches to further enhance diversity to promote an inclusive perioperative work environment. (Anesth Analg 2022;134:1166-74)
Efforts to integrate the basic sciences into the ever‐changing curriculum are a trending area of research in health professions education. Low‐stakes, high‐frequency assessment methods such as the progress test are now widely implemented in the United Kingdom and Northern Ireland as a means of furthering curricular integration toward contemporary goals of competency and professional identity formation. The anatomy educator's experience vis‐à‐vis these curricular changes is not well understood. This study aimed to explore how anatomy educators make sense of the shifting demands of their role. The interviews were semi‐structured, particularly concerned with the phenomenon of teachers adapting to the complexity of their learning environment. The study used interpretative phenomenological analysis (IPA) to focus on the lived experiences of participants coping with the phenomena in question: how do anatomy educators make sense of the learning environment in the United Kingdom? Interviews were transcribed verbatim and interpreted inductively, identifying four key themes: confidence through connectedness, variations in appraisals of curricular integration, managing expectations to perform in paradoxical situations, and the emergence of innovative teaching. Results point to the learning environment as a complex system and highlight the importance of feeling support from and connection to colleagues, enabling individual educators to develop confidence, meet the top‐down demands of changing curricula, and experience personal identity development and uncertainty tolerance within their role. This IPA study offers insight into the lived experiences of anatomy educators whose experiential interpretations of a complex and changing curriculum can uniquely inform stakeholders in health professions education.
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