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Framing anatomical variation in anatomy textbooks: Language use and its implications
An-Di Yim1,2, Matthew Schell3, Alexandra Zachwieja3
1Forensic Science Program, George Mason University, Fairfax, Virginia, USA.
Anatomical Sciences Education
|July 7, 2026
Summary
Anatomy textbooks frequently use negative language like "abnormal" to describe human variation, even when common or harmless. This framing can bias learners and needs reframing with neutral, prevalence-aware terms for inclusive understanding.
Area of Science:
- Medical Education
- Linguistics
- Anatomy
Background:
- Anatomical variation is a natural aspect of human diversity.
- Current anatomy education may inadvertently perpetuate biased views of human variation.
- Linguistic framing in educational materials significantly influences learner perception.
Purpose of the Study:
- To analyze the language used to describe anatomical variation in human anatomy textbooks.
- To quantify the frequency and context of terms like "abnormal," "variant," and "uncommon."
- To evaluate the impact of this linguistic framing on understanding human diversity.
Main Methods:
- Systematic content analysis of commonly used English-language human anatomy textbooks.
- Text mining to extract and quantify descriptors of anatomical variation.
- Qualitative evaluation of term context, prevalence, and functional implications.
Main Results:
- The term "abnormal" was used more frequently than neutral descriptors across textbooks.
- Negative descriptors were often applied to common, asymptomatic, or functionally insignificant variations.
- Textbook language consistently frames human variation as deviant or pathological.
Conclusions:
- Current textbook language reinforces biased notions of normality and pathology regarding human variation.
- This framing can shape learners' implicit assumptions about the human body.
- Reframing anatomical variation with neutral, prevalence-aware terminology is crucial for accurate and inclusive education.
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