Beyond the Sex Binary: Toward the Inclusive Anatomical Sciences Education

Abstract

Developments in biology and genetics in recent decades have caused significant shifts in the understanding and conceptualization of human biological variation. Humans vary biologically in different ways, including individually, due to age, ancestry, and sex. An understanding of the complexities of all levels of biological variation is necessary for efficient health care delivery. Important steps in teaching medical students about human variation could be carried out in anatomy classes, and thus, it is important that anatomical education absorbs new developments in how biological variation is comprehended. Since the early 1990s biological sex in humans has been vigorously investigated by scientists, social scientists, and interest groups. Consequently, the binary division in male and female sex has been called into question and a more fluid understanding of sex has been proposed. Some of the major textbooks teach anatomy, particularly of the urogenital system, as a male-female binary. Anatomical sciences curricula need to adopt a more current approach to sex including the introduction of the category of "intersex"/"differences in sexual development" and present sex as a continuum rather than two sharply divided sets of characteristics. This approach offers a better understanding of the complexity of sex differences and, at the same time, provides students with an improved theoretical framework for understanding human variation in general, transcending the limitations of biological typology. When well delivered, the non-binary approach could play a significant contribution to the formation of competent and responsible medical practitioners and avoidance of problematic practices such as nonconsensual "normalizing" surgeries. Anat Sci Educ 14: 513-518.

Digital Feast and Physical Famine: The Altered Ecosystem of Anatomy Education due to the Covid‐19 Pandemic

“…This lack of neutrality can unintentionally reinforce socially constructed stereotypes (Morgan et al, 2014). As equity and diversity issues become increasingly important in education, a more inclusive human representation in the anatomy laboratory ecosystem is necessary (Štrkalj and Pather, 2021). Digital technology has the capability to integrate multiple representations (e.g., age, sex) compared to traditional technology, such as a single physical cadaver or even a static image printed on a 2D page.…”

Re‐examining our roots: Queer history and anatomy

“…There are numerous ways for anatomy and medicine to update and reform our approach to sexual and gender minorities (Cooper et al, 2020; Lazarus & Sanchez, 2021; Solotke et al, 2019; Štrkalj & Pather, 2020). Initially, displaying pronouns/allyship symbols such as the pride flag in lecture slides, email, and office spaces are simple methods to demonstrate allyship to the queer community, patients, and students (Bolger & Killermann, 2013; Cooper et al, 2020).…”

Books, bones and bodies: The relevance of the history of anatomy in Nazi Germany for medical education today

“…Once students are sensitized to the potential of disrespect of human beings and their bodies in the past and present, many fields of necessary change in anatomy education become visible. These include the ways human anatomy is visually presented in its variations of color, shape, and structure, and which bodies are seen and shown—questions that have only recently begun to be addressed (e.g., Štrkalj & Pather, 2020; Štrkalj & Solyali, 2010; Štrkalj, Spocter, & Wilkinson, 2011). With all this, even in times when the number of hours in anatomy curricula are still decreasing, the change in the quality of the anatomy learning environment may contribute to the ideal of a humanistic medical education (Jones, 2017; Netterstrøm & Kayser, 2008; Štrkalj, 2016).…”