105 - Beyond the Binary: Application of Inclusive Design Principles to Redefine Genital Development Education

Poster Board Number: 105
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Co-authors:

Kirsten Langereis - University of British Columbia; Robyn Cunningham-Dunlop - University of British Columbia; Zhaojing Chen - University of British Columbia; Bailey Lo - University of British Columbia; Monika Fejtek - University of British Columbia; Claudia Krebs - University of British Columbia; Valerie O'Loughlin - University of Indiana

Abstract Body : The concepts of genital development, sex, and gender are frequently conflated with one another, resulting in widespread misinformation. Many educational resources available for genital development adhere to a binary framework that pathologizes variations and perpetuates this misinformation. Rigid adherence to a narrow understanding of what constitutes typical genital development, and by extension, sex and gender, poses a significant risk in healthcare settings. By fostering a nuanced understanding of variations in genotypic and phenotypic sex, inclusive design has the power to disentangle discussions of genital development from the social construct of gender and mitigate downstream impacts of misinformation.

We created a comprehensive and inclusive online learning module of genital development. Through the application of inclusive design, we set out to challenge misinformation regarding the typical variations of genital development, sex, and their conflation with gender. This module was designed with inclusion in mind from the outset; it is inclusive from both the perspective of learner-centred design as well as the content discussing variations of genital development.

The inclusive learner-centred design frameworks we used include universal design for learning and Mayer’s principles of multimedia learning to ensure the final deliverable is accessible to all learners. User experience research was conducted to understand which features of online resources students value. Results indicated that students value quizzes to check knowledge, voice narration of complex topics, animations less than 30 seconds in length, and a glossary of terms. All colour and design choices were made to avoid the association of typically gendered colours with genotypic and phenotypic sex variations. Language throughout the online learning module is non-gendered. Our current understanding of the factors that influence development is incomplete; this module draws attention to these gaps and reinforces the idea that complexities that contribute to variations of normal extend beyond the assumption of binary sex.

Future plans are to develop accompanying modules to expand upon the narrative of what typical genital development can include. While this project focuses on two common pathways for genital development based on genotypic sex, the module has been designed in anticipation of future modules that cover variations of typical development as equally important pathways. By decoupling misconceptions surrounding genital development with inclusive design, this project reshapes embryology education and centres the needs of individuals with non-gender conforming, non-binary identities and differences in development so they may receive more accurate, inclusive, and safe care.