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Linguistic equity: Anatomy educators and inclusive language.

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Summary

Sex- and gender-inclusive language (SGIL) in anatomy education is inconsistently applied. Recommendations include early integration, patient-centered approaches, and multi-level discussions for improved linguistic equity in healthcare training.

Keywords:
LGBTQIA2S+anatomy educationdiversityinclusionterminology

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Area of Science:

  • Medical Education
  • Linguistic Equity
  • Anatomy

Background:

  • Inclusive language in healthcare education fosters holistic communication skills.
  • Linguistic equity, specifically sex- and gender-inclusive language (SGIL), is crucial for creating safe learning environments.
  • Anatomy education relies on standardized terminology, making it a key area for SGIL implementation.

Purpose of the Study:

  • To present data from a roundtable discussion on the use of SGIL in anatomy education.
  • To identify current practices and challenges in implementing SGIL in anatomy.
  • To propose recommendations for improving SGIL in healthcare education.

Main Methods:

  • Data collected from a roundtable discussion at the 2022 Experimental Biology conference.
  • Focus on the use of sex- and gender-inclusive language (SGIL) in anatomy education.
  • Analysis of respondent practices regarding defining sex and gender and discussing sex- and gender-diverse (SGD) topics.

Main Results:

  • Most respondents defined sex (83%) and gender (66.7%) for learners, with many doing so since 2018 (67.4%).
  • Sex- and gender-diverse (SGD) topics are most frequently discussed in pelvis, perineum, and reproduction modules (50%).
  • A majority (66.7%) perceive the current use of SGIL in anatomy education as inconsistent, despite departmental efforts.

Conclusions:

  • There is no current consensus on best practices for SGIL in anatomy education.
  • Key recommendations include early integration of linguistic equity, patient-centered educational interventions, and multi-level discussions.
  • Further research is needed to explore anatomy educators' use of SGIL, student perspectives, and clinical application.