147 - Beyond the Binary Body: Current Landscape and Practical Suggestions for Incorporating Sex and Gender Diversity in Anatomy Education

Poster Board Number: 147
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Co-authors:

Maha Siddique - Faculty of Health Sciences - McMaster University; Marfy Abousifien - Faculty of Health Sciences - McMaster University; Susie Soo Jin Lee - Faculty of Health Sciences - McMaster University; Eva Chima - Faculty of Health Sciences - McMaster University; Simran Lohit - Temerty Faculty of Medicine - University of Toronto; Danielle Brewer-Deluce - Department of Pathology and Molecular Medicine - McMaster University; Kristina Durham - School of Rehabilitation Science - McMaster University

Abstract Body :
Introduction: Despite anatomy education being foundational for health professions, it has historically contributed to a binary representation of sex and gender. Educational materials and cadaveric lab spaces often adhere to a strictly male/female dichotomy, causing learners to be ill-equipped in the provision of culturally safe care for sex and gender diverse persons. In aim of fostering an equitable and anti-oppressive anatomy learning environment, members of the Schools of Anatomy in Ontario, Canada, were surveyed to learn how sex and gender are incorporated within their body donation procedures, physical lab space, and curriculum to develop actionable strategies for inclusive practice.




Methods: A mixed-methods approach was utilized to explore the depth and breadth of how sex and gender are incorporated and perceived in anatomy education. Faculty and staff were sent an anonymous survey and upon completion, were invited to participate in a semi-structured interview (currently underway) to expand on survey findings.




Results: 31 participants completed the survey. Of those who indicated their institution, 80% of the Schools of Anatomy in Ontario were represented. Respondent’s primary responsibilities were related to body donation administration (n = 13), dissection and physical lab space (n = 19), and/or teaching (n = 24). Despite 87% of respondents being comfortable/very comfortable navigating topics of sex and gender, it was infrequently taught in anatomy courses with only 38% (n = 9) of educators teaching about diverse sexes and 33% (n = 8) incorporating gender. 38% (n = 5) of body donation administrators indicated preferred gender or personal pronouns were recorded upon donor intake. Amongst those involved in dissection and maintaining the physical lab space, 26% (n = 5) indicated representations of sexually diverse anatomy present within their lab.




Conclusion: Although survey results indicate most anatomy staff and faculty felt comfortable navigating topics of sex and gender, work remains to ensure a more widespread inclusion of sex and gender diversity via the collection and display of donor's personal pronouns, and the implementation of non-binary content throughout anatomy labs and curricula. Interviews are anticipated to explore the nuances of perceived relevance or barriers one may face in the inclusion of sex and gender in anatomy education.




Significance: By understanding the current landscape of sex and gender inclusion in anatomy education, Ontario Schools of Anatomy have an opportunity to target clear areas of deficiency in their current practices and collective perceptions of sex and gender diversity. This could lead to the development of standard guidelines, practices and policies that support an equitable anatomy education in Ontario and beyond.