139 - Examining LBGTQ Inclusion in Anatomy and Medical Education: A Systematic Review

Poster Board Number: 139
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Odd poster #s – first hour
Even poster #s – second hour

Introduction: Current literature underscores the impact of LGBTQIA inclusion in preclinical medical education as it affirms patient identity, builds cultural competency, and yields compassionate physicians (Altneu et al. 2020). Anatomy is a cornerstone of medical education and serves as a rite of passage for numerous physicians in training. Anatomy textbooks attempt to showcase typical human anatomy, but often underrepresent subsets of our population, including gender minorities. A barrier to more inclusive anatomy education is the lack of topic-specific, gender diverse competencies among faculty. Indeed, the role that anatomy educators play in inadvertently propagating inequitable systems should not and cannot be ignored. This systematic review aimed to identify and propose recommendations for expanding the inclusivity of anatomy education, specifically relating to gender minorities.
Methods: The authors collected articles from PubMed and Google Scholar databases for original articles from January 2013 to January 2023 using the search terms: LGBTQ, anatomy education, medical education, and inclusive. Inclusion criteria were articles covering LGBTQ health in anatomy and undergraduate medical education in the United States. Exclusion criteria were articles published in other countries or published before 2013. Articles were screened for relevant LGBTQ material related to anatomy or medical education. Articles were not included in the study if they did not specifically assess anatomy or medical education.
Results: The authors identified and reviewed 12 articles specific to gender diversity and its relevance to anatomy and medical education. From this review, eight recommendations were identified for anatomy educators to consider for enhancing curriculum inclusivity. These recommendations include: 1) displaying symbols of allyship to promote safe, inclusive spaces, 2) celebrating and elevating queer voices, specifically within anatomy education, 3) de-gendering anatomy education by teaching from the perspective of biological spectrum rather than a binary, 4) viewing inclusivity from the lens of intersectionality, 5) involving student feedback to expand stakeholder perspectives, 6) assessing the proportion of gender-based anatomical images, 7) increasing the emphasis on anatomical variation in anatomy curricula and assessments, and 8) offering more learning resources to better understand anatomical variation.
Conclusion: Anatomical education needs to parallel medical education by remaining current with the social landscape. Using a systematic review process, eight recommendations were identified from this study to aid anatomy educators as they work toward increasing gender diversity in medical curricula.
Significance: Expanding the intentional inclusion of LGBTQIA topics in medical education is critical, but no guidelines currently exist that highlight areas of opportunity for anatomy educators. Inclusive measures such as de-gendering anatomical language and increasing inclusion of individuals identifying as gender minorities will aid anatomy educators train more compassionate and culturally competent physicians.
Funding Sources: No funding was received for this study.
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