Georga Jane Longhurst, Peter J. Bazira, Gabrielle Maria Finn
{"title":"学生对解剖学教育中包容性实践的看法。","authors":"Georga Jane Longhurst, Peter J. Bazira, Gabrielle Maria Finn","doi":"10.1002/ase.2388","DOIUrl":null,"url":null,"abstract":"<p>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%; <i>n</i> = 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” (<i>p</i> < 0.001), “images in textbooks” (<i>p</i> < 0.001) and “models in the dissection room” (<i>p</i> < 0.001) “that look like me”. Most students agreed or strongly agreed to statements relating to the protected characteristics of age (70.4%; <i>n</i> = 68), disability (78.6%; <i>n</i> = 77), ethnicity (59.8%; <i>n</i> = 64), gender affirmation (46.3%; <i>n</i> = 46) and sex (51.5%; <i>n</i> = 62). Themes identified relating to improving inclusivity included “reflecting reality”, “teaching the truth”, “the invisibility of women” and the “learning environment”. Students have confirmed that anatomists, as gatekeepers of the knowledge of the human body, should foster inclusive teaching practices that will benefit all students and potentially future patient care.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":null,"pages":null},"PeriodicalIF":5.2000,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2388","citationCount":"0","resultStr":"{\"title\":\"Student's perspectives of inclusive practices in anatomy education\",\"authors\":\"Georga Jane Longhurst, Peter J. Bazira, Gabrielle Maria Finn\",\"doi\":\"10.1002/ase.2388\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>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%; <i>n</i> = 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” (<i>p</i> < 0.001), “images in textbooks” (<i>p</i> < 0.001) and “models in the dissection room” (<i>p</i> < 0.001) “that look like me”. Most students agreed or strongly agreed to statements relating to the protected characteristics of age (70.4%; <i>n</i> = 68), disability (78.6%; <i>n</i> = 77), ethnicity (59.8%; <i>n</i> = 64), gender affirmation (46.3%; <i>n</i> = 46) and sex (51.5%; <i>n</i> = 62). Themes identified relating to improving inclusivity included “reflecting reality”, “teaching the truth”, “the invisibility of women” and the “learning environment”. Students have confirmed that anatomists, as gatekeepers of the knowledge of the human body, should foster inclusive teaching practices that will benefit all students and potentially future patient care.</p>\",\"PeriodicalId\":124,\"journal\":{\"name\":\"Anatomical Sciences Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":5.2000,\"publicationDate\":\"2024-02-19\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1002/ase.2388\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Anatomical Sciences Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1002/ase.2388\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SCIENTIFIC DISCIPLINES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Anatomical Sciences Education","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/ase.2388","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
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 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 < 0.001), “images in textbooks” (p < 0.001) and “models in the dissection room” (p < 0.001) “that look like me”. Most students agreed or strongly agreed to statements relating to the protected characteristics of age (70.4%; n = 68), disability (78.6%; n = 77), ethnicity (59.8%; n = 64), gender affirmation (46.3%; n = 46) and sex (51.5%; n = 62). Themes identified relating to improving inclusivity included “reflecting reality”, “teaching the truth”, “the invisibility of women” and the “learning environment”. Students have confirmed that anatomists, as gatekeepers of the knowledge of the human body, should foster inclusive teaching practices that will benefit all students and potentially future patient care.
期刊介绍:
Anatomical Sciences Education, affiliated with the American Association for Anatomy, serves as an international platform for sharing ideas, innovations, and research related to education in anatomical sciences. Covering gross anatomy, embryology, histology, and neurosciences, the journal addresses education at various levels, including undergraduate, graduate, post-graduate, allied health, medical (both allopathic and osteopathic), and dental. It fosters collaboration and discussion in the field of anatomical sciences education.