Setting Sail from Home

Leaving Denver just before Thanksgiving, we swapped snowy sidewalks for airplane aisles and eventually the Caribbean Sea. The anticipation carried us through long flights, baggage claims, and airport coffee. Behind all the logistics, I carried quiet prayers: for safe travel, for open hearts, for the kind of family moments that sink in and linger.

First Glimpse of the Ship

Barbados greeted us with ocean breezes and palm trees swaying like worshippers in the wind. And then came the first sight of Logos Hope, a floating bookstore, community, and mission all in one. Walking up the gangway felt like stepping into a story God was already writing.

Life aboard had its rhythm: morning devotions, service opportunities, and conversations that stitched strangers into friends. Meals were simple, but the fellowship was rich. As Jesus reminds us, “Man shall not live by bread alone, but by every word that comes from the mouth of God” (Matthew 4:4).

Island Adventures and Surprises

On shore leave, we soaked in Barbados’ beauty: sunlit beaches, turquoise waves, and even the bustle of the island’s Independence Day parade. Our kids’ eyes lit up at every detail, the colors, the sounds, the unfamiliar woven into our family’s shared story.

One highlight was touring the engine room, a reminder of the hidden work that keeps the ship moving. It echoed Paul’s words about the Body of Christ: “The parts that seem weaker are indispensable” (1 Corinthians 12:22). Just as unseen gears drive the vessel forward, unseen acts of faith sustain God’s mission.

Faith in Community

The heartbeat of the trip was not just scenery but people. We joined in testimonies that reminded us of God’s work across the globe. We prayed and sang under Caribbean skies. One evening, as voices rose in unison, I thought of Psalm 133: “How good and pleasant it is when God’s people live together in unity.”

Our kids learned that faith isn’t confined to pews or Sunday mornings, it breathes in kitchens, cabins, and deck-side conversations. And for us as parents, watching them witness faith in action was worth every mile traveled.

Coming Home

Returning to DC and then back to Denver, the transition from salt air to cold mountain air was jarring, but my heart was still at sea. The trip wasn’t just a change of scenery; it was a change of perspective.

We came back with more than souvenirs. We carried memories of island beauty, the sound of worship across languages, and the reminder that our faith is strongest when it sails beyond our comfort zones.

As Proverbs 16:9 says, “In their hearts humans plan their course, but the Lord establishes their steps.” This trip was proof: God’s hand was in the details, from the timing of flights to the laughter shared at simple meals.

Final Reflections

Traveling as a family isn’t always easy, there are early mornings, crowded spaces, and the occasional sibling squabble. But through this voyage, I saw how God uses both the smooth seas and the choppy waters to draw us closer together.

Looking back, I’m grateful for more than a trip. I’m grateful for a testimony, that faith travels with us, shapes us, and anchors us, wherever we go.

Several key themes emerged, echoing the challenges and innovations we face daily in our classrooms and labs.

The Essential Question: What Anatomy Truly Matters?

A central thread throughout the presentations was the fundamental question: what anatomical knowledge is truly essential for different healthcare practitioners?

• Physical Therapy Education: Taylor Hamlett (Wyatt) from Ohio State University presented work on surveying PT educators and clinical faculty to determine essential ear anatomy. The goal was to address potential inconsistencies in curriculum and lab time allocation. Interestingly, while there were no significant differences in ratings between PT anatomy educators and clinical faculty, there were differences compared to medical educators. PT educators prioritized musculoskeletal and neuroanatomy in more granular detail. The need for resources like 3D models was also strongly expressed. This resonates with the broader point raised in the “Sunday Afternoon Education.m4a” excerpts, which emphasized the variability in PT curricula (program length, integrated vs. standalone anatomy courses) and the need to define anatomical competency for entry-level practice, especially with increasing direct access for PTs in many states.
• Dental Residency Programs: Pilard Hanna’s work at Ohio State University College of Dentistry shed light on a similar concern in dental education. Studies suggest an inadequate anatomical knowledge among medical residents, potentially linked to reduced teaching hours and a temporal gap between preclinical learning and clinical experience. Hanna’s survey of dental residency programs revealed that 88% agreed residents would benefit from an anatomy refresher course. Cost, time, and a shortage of educators were identified as barriers to implementation for the 59 out of 174 programs that do not offer such reviews. This underscores the need for collaboration between anatomy educators and dental program directors to tailor relevant review sessions, particularly focusing on head and neck anatomy.
• Neuroanatomy Education: Nicholas Hindy from the College of Charleston presented an innovative approach to enhancing neuroanatomy education through connectivity. His multimodal platform, “Show me the brain,” utilizes 3D models, cryosections, and imaging to teach neuroanatomy from a functional perspective. Classroom studies demonstrated that learning about neural connections and their functions led to better memory retention compared to traditional anatomical boundaries. This highlights the potential of technology to improve spatial understanding and engagement in complex anatomical regions.

The Pedagogy of Anatomy: Beyond Lecturing and Dissection

The discussions also touched upon the most effective methods for teaching anatomy. While lecturing and prosection remain common for gross anatomy of the ear, there’s a clear demand for more 3D models and virtual resources.

• Clinically Oriented Dissection Projects: Hannah Herriott’s work at Regis University showcased a clinically oriented dissection project for Doctor of Physical Therapy students. This project, where students present on anatomical variations or pathologies found during dissection, was perceived by students as pertinent to the anatomy course (71%) and relevant to physical therapy (75%). It encouraged self-directed learning (73%), promoted critical thinking, and facilitated clinical application (80%). The themes that emerged — humanism, the importance of dissection, adult learning theory, and explaining the “why” — offer valuable insights for integrating clinical relevance into foundational anatomy education. The use of a grading rubric that linked anatomy to clinical aspects was crucial to the project’s success.

Addressing the Educator Shortage and Standardizing Training

Cory Buenting Gritton’s “GASP!” presentation addressed the continued shortage of anatomy educators and the increasing prevalence of MS-level programs in the anatomical sciences. The lack of standardized training and qualification criteria for these MS educators raises important questions about ensuring quality anatomy instruction.

• Gritton’s study aimed to assess the alignment of MS programs in terms of goals, curriculum, and graduate expectations. Thematic analysis revealed key program learning outcomes focused on coursework, pedagogy, research, and professional skills, with career preparation being a primary mission/goal. Interestingly, while 100% of responding MS programs required gross anatomy, only 89% required it with dissection lab. Furthermore, 66% of respondents expected graduates to be able to teach gross anatomy with minimal help. This data underscores the critical role MS-level educators play and the need for further discussion on training standards and hiring expectations, as highlighted by the upcoming poster presentation mentioned.

Looking Ahead: Collaboration and Innovation

The conversations at this session left us with a clear message: bridging the anatomy gap requires ongoing dialogue, innovative teaching methods, and a strong focus on clinical relevance.

• The call for collaboration between anatomy educators and clinicians across different health professions is crucial to define essential knowledge and develop effective curricula.
• The integration of technology, such as 3D models and multimodal platforms, offers promising avenues for enhancing student understanding, particularly in complex anatomical regions.
• Clinically oriented projects and refresher courses can help students connect foundational knowledge to future practice and address knowledge gaps that may arise between preclinical and clinical phases of education.
• Addressing the shortage of anatomy educators requires exploring solutions like utilizing MS-level educators while also considering the need for standardized training and support.

Ultimately, our collective goal as anatomy educators is to equip future healthcare professionals with the robust anatomical foundation they need to provide safe and effective patient care. By continuing these vital conversations and embracing innovation, we can work together to bridge the anatomy gap and ensure our students are well-prepared for the challenges ahead.

What are your thoughts on bridging the anatomy gap? Share your experiences and insights in the comments below.

Note: NotebookLM was used to enhance the synthesizing of author notes and optimization of formatting for publication on Medium.com.

As educators, we’re often focused on the quantitative measures of student success. But what about the rich stories, the unspoken observations, and the evolving perspectives that shape our students’ journeys? This session at Anatomy Connected offered a fascinating dive into the world of qualitative research methods, providing powerful tools to uncover these deeper insights within our anatomy education programs.

Our journey began with an introduction to the power of qualitative research, especially for those of us more familiar with quantitative approaches. The goal? To master methods like field observation, reflective data entries (diaries), focus groups, and interviews. The beauty of these methods lies in their ability to provide a holistic understanding of phenomena by considering the context of a situation.

Observing the Anatomy Lab: More Than Meets the Eye

Dr. Kyle Robertson from Indiana University School of Medicine introduced us to observational techniques, a method we all use daily but can harness systematically for research. He highlighted that participant observation isn’t usually a standalone method but works well in conjunction with others, like interviews.

• Research Aims: Observational techniques can be used for descriptions, theory generation (as in grounded theory), interpretation, and understanding the discrepancy between what participants say and what they actually do.
• Selecting the Setting: Choosing the right social setting is crucial. Consider factors like simplicity, accessibility, permissibility, unobtrusiveness, recurring activity, and the possibility of participation. For instance, studying a single dissection team might be simpler than the entire medical school.
• The Observer-Participant Continuum: Our role can range from complete participant (covert observation) to complete observer (detached), with various points in between like participant as observer and observer as participant. Often, we negotiate these roles depending on the situation.
• Data Collection: Field Notes: The systematic recording of observations, known as field notes, is essential. This involves initial jottings — brief keywords and phrases — followed by more detailed, formal field notes written immediately after the observation. These notes should be selective, creative, chronological, and aim to capture dialogue, use pseudonyms, and bracket the researcher’s own thoughts. Dr. Robertson shared examples from his own work, emphasizing the importance of noting the time, place, actors, activities, and even the emotional aspects of the setting.

Dr. Robertson also presented a case study: Alex, an anatomy educator wanting to understand the transferable skills medical students develop through donor dissection. Participant observation could help answer questions like who is present, what are they doing, how are they interacting, what is the goal of their actions, and how do different teams compare.

Unveiling Personal Journeys: The Power of Diaries

Dr. Georgie Stephens from Monash University in Australia then illuminated the use of diaries in qualitative research, where the participant takes center stage in data collection. These solicited diary entries provide repeated first-person accounts of events, experiences, and reflections over time, capturing change and continuous elements of life.

• Types of Diaries: Diaries can range from traditional handwritten notebooks to typed documents and increasingly popular audio or video diaries. Audio diaries, easily recorded on smartphones, can encourage immediate and less filtered responses.
• Benefits: Diaries offer rich individual insights into personal experiences, especially sensitive topics, minimize recall bias by documenting events close in time, and allow for longitudinal tracking of changes in learning, emotions, and meaning-making.
• Planning a Diary Study: Consider using a semi-structured approach with open-ended prompts that address the research topic while allowing flexibility. Prompts should also encourage reflection. Think about the duration and timing of entries in relation to your research question. Supporting participants with reminders and acknowledging their contribution is crucial for retention.
• Ethical Considerations: Dynamic consent, ongoing checks for consent, and careful management of researcher-participant power dynamics are vital. Anonymity can be challenging to achieve, especially with audio diaries, so proactive management of potential harm and clear communication about confidentiality are necessary.

Returning to Alex’s case study, Dr. Stephens suggested audio diaries recorded after each dissection class as a way to explore students’ perceptions of the skills they develop. Broad initial prompts could be tailored later for more specific insights, analyzed using thematic analysis.

Engaging in Dialogue: Interviews and Focus Groups

Finally, Dr. Jonathan Wisco from Boston University School of Medicine shared practical skills for conducting interviews and focus groups. These methods directly engage with participants to gather their stories.

• Preparation is Key: Think of these as structured conversations. Plan the environment to ensure safety and comfort. Develop thoughtful, purposeful questions, starting with scripted ones but being ready to hone in on key words and phrases as the conversation unfolds. Have back pocket questions ready, but be open to unexpected directions in the conversation.
• Conducting the Interview: Establish rapport and build trust. On platforms like Zoom, consider using subject numbers for anonymity. Always read a consistent opening statement that includes the right to opt out. Start with easier questions and build towards more complex ones. Active listening is paramount — pay attention not just to what is said, but how it’s said.
• Focus Group Dynamics: Focus groups involve interacting with 2–5 people, requiring a different skillset than one-on-one interviews. The goal is to encourage interaction among participants. Dr. Wisco demonstrated a brief focus group scenario, highlighting the process of listening for key information and formulating follow-up questions.
• Ethical Practices and Analysis: Ensure anonymity, transcribe recordings (Zoom’s built-in transcription can be helpful but not fully reliable), and be aware of different approaches to thematic analysis (inductive vs. deductive).

For Alex’s research, interviews or focus groups could delve deeper into students’ experiences and the transferable skills they perceive they are gaining from dissection.

A Word on AI and Participant Engagement

The session also touched on the evolving role of AI in qualitative analysis, with caution advised regarding the use of commercially available large language models due to concerns about data privacy, training data, and the inability of current AI to replicate the reflexivity of human researchers. Using AI as a check after initial human coding was suggested as a potential approach. The ethical implications of using AI for observational analysis were also briefly discussed.

Finally, the panel addressed the challenge of participant dropout. Strategies include careful consideration of sample size at the study’s outset, clear communication with participants, providing reminders, and acknowledging their contribution through incentives where possible. Importantly, it was also noted that qualitative research can yield rich insights even with a smaller number of participants.

As anatomy educators, embracing qualitative research methods can open new avenues for understanding our students’ experiences and the impact of our teaching. By thoughtfully applying observation, diary entries, interviews, and focus groups, we can move beyond surface-level data and truly unlock the deeper insights within our anatomy education programs.

Consider how these methods might enrich your own research and inform your pedagogical approaches.

What qualitative methods have you found most insightful in your anatomy education research? Share your experiences in the comments below!

Note: NotebookLM was used to enhance the synthesizing of author notes and optimization of formatting for publication on Medium.com.

The opening remarks set a clear tone: AI is no longer a distant future; it is here, demanding our attention and proactive engagement. Campus leadership recognized the urgent need for a campus-wide conversation, acknowledging the immense potential of AI alongside its possible pitfalls. The sentiment was clear: our role is to harness the promise of AI while diligently mitigating its risks in all aspects of our work, including the education of our students.

One of the most striking takeaways was the breathtaking speed of AI development. We heard how quickly models have progressed, moving from preschooler-level understanding to PhD equivalency in a matter of months. Projections for Artificial General Intelligence (AGI) — AI reaching human-level cognitive abilities — are now being estimated within the next few years.

This rapid evolution necessitates a fundamental shift in our approach to education, demanding that we equip our students not just with current knowledge, but with the ability to learn, unlearn, and relearn throughout their lives and careers. As one speaker aptly quoted, “The illiterate of the 21st century won’t be those who can’t read and write, but those who can’t learn, unlearn, and relearn”. This adaptability will be crucial for students entering a job market where 65% of future jobs may not even exist yet.

The conference also illuminated the tangible AI tools already available to us on campus. Resources like Microsoft Copilot, a protected environment powered by GPT-4, offer powerful capabilities for summarizing information, generating creative content, and answering complex questions. Zoom’s AI features provide real-time transcription and meeting summaries, enhancing accessibility and efficiency. For those in visually intensive fields, Adobe Firefly offers generative AI for images and even video. The message was clear: AI is not a monolithic entity, but a collection of tools we can begin to explore and integrate into our teaching practices today.

However, this integration must be guided by ethical considerations. Transparency is paramount: we need to be clear with our students when AI is involved in generating learning materials or providing feedback. Furthermore, the issue of bias in AI cannot be ignored. AI models learn from data, and if that data reflects existing societal biases, the AI’s outputs will as well. As educators, we have a responsibility to cultivate critical awareness in our students, enabling them to identify and question potential biases in AI-generated content.

Many faculty members at the conference shared their initial forays into using AI in the classroom. Examples included having pharmacy students compare AI-generated drug information with established resources to assess accuracy, and using AI to help students develop scripts for simulated professional interactions in statistics courses. These early experiments highlight the potential of AI to foster critical thinking by asking students to evaluate AI outputs and identify limitations.

Yet, challenges remain. Academic integrity in the age of sophisticated AI writing tools is a significant concern. Traditional assessment methods may need to evolve to focus on higher-order thinking skills rather than simple recall. Instead of outright prohibition, a prevailing sentiment was to model appropriate AI use and educate students on ethical and responsible engagement. Forcing students to learn how to use these tools effectively now will prepare them for the demands of their future professions.

Looking to the future, AI’s role in higher education is poised to expand dramatically. We can anticipate AI-powered personalized learning experiences, intelligent tutoring systems, and sophisticated tools for research and knowledge synthesis. In healthcare fields, AI could revolutionize diagnostics, treatment planning, and even patient communication. It is our responsibility to ensure our curricula evolve to prepare students for this AI-driven future.

A crucial call to action emerged from the conference: leadership must actively support faculty in navigating this evolving landscape. This includes providing:

• Clear guidelines on the ethical and appropriate use of AI tools and university data for both faculty and students.
• Opportunities for professional development and training on AI technologies and their pedagogical applications.
• Platforms for sharing best practices and innovative uses of AI among faculty across different disciplines.
• Support for the development of AI-integrated curricula and assessment methods that promote critical thinking and ethical awareness.
• Consideration of the infrastructure and security measures needed to support responsible AI use in research and education.

As university faculty, we are all now navigating the “AI tide.” By embracing a mindset of curiosity, experimentation, and collaboration, we can harness the transformative potential of AI to enhance teaching and empower our students to thrive in an increasingly AI-driven world. The conversations started at the CUAMC AI Day must continue across our campuses, fostering a community dedicated to shaping the future of higher education in the age of artificial intelligence.

What are your thoughts on AI in higher education? Share your experiences and ideas in the comments below!

Note: NotebookLM was used to enhance the synthesizing of author notes and optimization of formatting for publication on Medium.com.

Anatomy educators are constantly seeking innovative ways to engage learners and solidify complex concepts. A recent workshop, featuring experts from Duquesne University College of Osteopathic Medicine (Caitlin Sachsenmeier), McGill (Mikaela Stiver), and Rutgers New Jersey Medical School (Jeremy Grachan), offered a compelling approach: game-based learning.

The energy in the room was palpable. The premise was simple yet powerful: move beyond simply adding game elements to existing lessons (gamification) and instead embed learning directly within the fabric of a well-designed game. As one of the presenters aptly put it, gamification is like putting on a hat — cool and fun, but the core remains the same. Game-based learning, however, is the whole head; remove the game, and the learning disappears.

Why Games? More Than Just Fun and Games

The presenters emphasized that the goal isn’t just to entertain, but to complement learning objectives and outcomes. There’s a temptation to “jam” favorite game elements together, but the focus should be on how different game mechanics can enhance the understanding and application of anatomical knowledge.

The workshop leaders highlighted the difference between games (where learning is embedded) and gamification (adding game elements to non-game contexts like leaderboards). The focus for anatomy educators should be on creating activities where the learning happens through the gameplay itself.

Designing Your Own Educational Games: It’s Not as Scary as It Sounds

The session wasn’t just theoretical. Participants dove into a hands-on game design challenge, guided by a structured template. The process began with identifying a specific topic (like improving histology understanding or brachial plexus lesions) and the target audience (e.g., professional graduate level, anesthesiology residents). Crucially, the design process emphasized defining clear learning outcomes. What should students learn or be able to do by playing the game?

The workshop explored various game mechanics — the actions, behaviors, and control mechanisms within a game. These ranged from familiar concepts like:

• Tessellation: A defined playing field with restricted movement (like a board game with specific spaces)
• Communication Limits: Restricting how players can communicate (think Taboo or Pictionary)
• Set Evaluation: Assigning value to collections of game elements (like collecting matching cards in Rummy or Ticket to Ride)
• Victory Points: Earning points through in-game actions to determine a winner
• Roll and Move: Using a randomizer to determine movement (while cautioning against its diminishing educational value when simply paired with trivia questions)
• Deduction: Solving puzzles or answering questions using logic (like the “Guess Poo” game for diarrhea etiology)
• Deck Building: Acquiring and trading cards to build a powerful set

The presenters encouraged educators to draw inspiration from their favorite board games, noting that game mechanics themselves are not copyrightable. Why reinvent the wheel when established games offer well-tested interaction models?

Brainstorming Anatomy Game Ideas: From Gut Tubes to Histology

The energy in the room truly sparked during the brainstorming sessions. Educators began connecting anatomical concepts with game mechanics:

• Brachial Plexus Game: Ideas ranged from incorporating drawing elements (like Pictionary) to set collection (like Poker, requiring specific nerve branches) and even competitive elements with “penalty actions” representing lesions
• Histology Game: This proved a particularly engaging challenge. Ideas included:
• A tissue-building game where students collect components like cells, extracellular matrix, and specific proteins to construct different tissue types
• A “Guess Who” style game focusing on identifying histological slides based on cellular components and structures
• A game involving describing tissue characteristics (like a histology-themed Taboo or Pictionary) to reinforce visual and functional understanding
• A card game with cell and extracellular matrix cards where players aim to build specific tissues, potentially incorporating “chaos” elements like disease states. This evolved into a “Histo Deal” concept, drawing inspiration from the card game Monopoly Deal, where players collect the necessary components for different tissues

Practical Considerations for Implementation

The workshop also touched upon practicalities. For large classes, team-based learning was suggested. The idea of creating games that students could play outside of formal class time was also highlighted, maximizing valuable contact hours.

Join the Movement: A Call to Collaborate

The enthusiasm for game-based learning extended beyond individual classrooms. The presenters highlighted the opportunity for multi-institutional studies to assess the effectiveness of educational games. They also pointed to resources and a growing community of practice for educators interested in this approach, including a website and a Slack community. This collaborative spirit suggests a bright future for the integration of games into anatomy education.

The message was clear: incorporating game-based learning isn’t about replacing traditional methods, but about adding powerful new tools to your pedagogical toolkit. By thoughtfully designing games that embed learning objectives, anatomy educators can create more engaging, effective, and even fun learning experiences for their students.

Ready to level up your anatomy teaching? What game mechanics do you find most promising for your curriculum? Share your ideas in the comments below!

Note: NotebookLM was used to enhance the synthesizing of author notes and optimization of formatting for publication on Medium.com.

The world of anatomy education is constantly evolving, seeking innovative methods to enhance student learning and understanding of the human form. Among these techniques, plastination stands out as a powerful tool for preserving anatomical specimens for long-term use in teaching and research. As anatomy educators, it’s crucial for us to not only understand the scientific and practical aspects of plastination but also to critically engage with the ethical considerations that underpin its use.

This piece draws on recent discussions within the anatomy community to explore the multifaceted world of plastination, offering insights into its history, practical implementation, educational value, and the crucial ethical framework that must guide its application.

A Visual History and the Advent of Modern Plastination

Our journey into understanding plastination begins with a look back at the history of anatomical visualization and preservation. From early Ecorchés and Vesalian images set against the Italian countryside to intricate anatomical Venuses that could be taken apart, the desire to visually represent and understand the human body has a long and rich history. These early methods, however, often lacked clarity on consent and preservation techniques.

Modern plastination, developed by Gunther von Hagens in 1977, revolutionized anatomical preservation by replacing water and fat in biological tissues with curable polymers.

This process, involving:

• Embalming
• Dissection
• Dehydration/defatting
• Forced impregnation of polymer
• Positioning
• Curing/hardening

…yields durable, dry, and largely non-toxic specimens that offer numerous advantages for anatomical education.

The Practicalities of Bringing Plastination to Your Institution

For educators considering incorporating plastination, the experiences shared by Stuart Inglis from the University of Buffalo provide valuable insights. Setting up a plastination lab is a significant undertaking, requiring careful planning and consideration of infrastructure. Inglis highlights several key aspects:

• Securing institutional support and involving Environmental Health and Safety (EHS) early on is paramount. Acetone, a crucial component in the dehydration process, is highly volatile and requires explosion-proof storage.
• Thinking big but starting small is a practical approach. Techniques like glyceration, which uses glycerin instead of polymers, can serve as a proof of concept with lower initial investment. While not technically plastination, glycerated specimens are pliable and can still be valuable teaching tools.
• Meticulous planning and reading the relevant literature are essential to anticipate challenges and optimize lab design.
• Exploring diverse funding sources, including professional associations, educational foundations, and grants, is crucial for establishing and sustaining a plastination program.
• Networking with the plastination community and attending workshops, such as the one hosted by Dr. Carlos Baptista at the University of Toledo, can provide invaluable hands-on training and guidance.

The potential uses of plastinated specimens within an academic setting are diverse, ranging from supplemental learning resources for dissection courses and showcasing rare clinical specimens to enriching non-dissection courses and engaging in community outreach programs.

Navigating the Ethical Landscape of Plastination

While the educational benefits of plastination are clear, a robust ethical framework is essential to guide its use. Maureen Stabio from the University of Colorado emphasizes the critical need for dignity in the details and adherence to ethical considerations throughout the entire process. Key ethical principles highlighted include the seven IFAA guidelines:

• Consent: Obtaining documented informed consent from donors that explicitly includes the possibility of plastination and outlines the acquisition, utilization, and eventual disposition of their body is paramount. Consent forms should evolve to reflect a higher level of transparency, educating donors and their families about plastination and the potential for organ retention.
• Transparency: Ensuring transparency in body procurement procedures, especially when bodies are sourced internationally.
• Respect for Local Religious and Ethical Standards: Being mindful of local religious and ethical standards regarding the display of human remains.
• Commercialization: Carefully considering the potential for commercialization and ensuring that education, not financial gain or voyeurism, remains the priority. Academic plastination programs should ideally aim to be revenue neutral.
• Privacy: Protecting the donor’s identity and family information. While displaying plastinated specimens, avoiding any identifiable features is crucial.
• Dignity: Honoring the personhood of the donor in all aspects of the process, from preparation to display and eventual disposition. Reminding students that plastinated organs originated from human beings who made a generous gift is essential.

The discussion surrounding the disposition of plastinated tissues is particularly relevant. Unlike traditionally preserved specimens, plastinates contain durable polymers, raising questions about burial versus cremation and the potential environmental impact. Some institutions are exploring keeping non-usable specimens for educational purposes to discuss the ethical challenges of disposal. Glycerination offers a potential alternative for specimens with high student use, as they can eventually be cremated.

The Future of Plastination: Innovation and Responsibility

The field of plastination continues to evolve, with emerging technologies like 3D scanning and 3D printing of plastinates offering new possibilities for anatomical education and open-access resources. However, these innovations also raise ethical questions about the creation and dissemination of digital replicas of donor tissues. Ensuring transparency about the origin of 3D models and respecting donor wishes regarding their digital representation are crucial considerations.

Ultimately, the effective and ethical use of plastination in anatomy education requires a commitment to ongoing self-evaluation, open discussion, and a willingness to adapt our practices in light of evolving societal expectations and ethical understanding. By prioritizing informed consent, transparency, dignity, and the educational value derived from these precious gifts, we can ensure that plastination continues to serve as a powerful and respectful tool in the education of future healthcare professionals. As one student aptly put it, our donors are truly “The Greatest Teacher”.

Want to share your experiences or insights on using plastination in anatomy education? Leave a comment below!

Note: NotebookLM was used to enhance the synthesizing of author notes and optimization of formatting for publication on Medium.com.

For years, anatomy education has taught that the first cervical spinal nerve (C1) is primarily motor, with minimal to no sensory function. We diligently explain dermatomal patterns to our students, often noting the absence of a C1 dermatome.

However, recent, compelling research is challenging this established view. A comprehensive systematic review, coupled with detailed cadaveric dissections, reveals significant sensory contributions at the C1 level. This has profound implications for understanding and potentially treating conditions such as occipital neuralgia and spastic torticollis.

As anatomy educators, it is now more critical than ever to integrate these evolving perspectives into our curricula.

The Clinical Puzzle: Refractory Pain and Spasm

The renewed investigation into C1 innervation arises from perplexing clinical cases. Patients with occipital neuralgia sometimes experience persistent pain despite percutaneous nerve blocks targeting the greater occipital nerve (derived from C2).

Similarly, in spastic torticollis, selective intraneural rhizotomy, aimed at severing motor input to the sternocleidomastoid muscle (innervated by cranial nerve XI), doesn’t always resolve debilitating muscle spasms.

These treatment failures suggest that our understanding of the neural pathways in this region might be incomplete.

Unveiling Sensory Elements at C1: A Paradigm Shift

The key to understanding these persistent symptoms may lie in previously underestimated neuroanatomical variations at the C1 level. A recent systematic review analyzed 13 studies and revealed a surprising finding: sensory elements at the C1 spinal level were present in approximately 48% of the bodies studied.

This was further supported by the researchers’ own detailed cadaveric dissections, which also demonstrated sensory elements in a significant proportion of their specimens. Combining the data, a meta-analysis indicated an overall prevalence of around 46%.

This directly contradicts the traditional teaching that the suboccipital nerve (primarily from C1) is largely motor.

The research identified several types of neural connections at the C1 level, highlighting the anatomical variability:

• Type 1: Ventral elements only, anastomosing with the suboccipital nerve.
• Type 3A: Both ventral and dorsal elements, including an intersection with cranial nerve XI and a bridging nerve back to spinal accessory.
• Type 3B: Both ventral and dorsal elements with a direct intersection (“spot weld”) with cranial nerve XI but no bridging nerve.
• Type 3C (unique to their study): Dorsal rootlets communicating with cranial nerve XI but no further connection with the suboccipital nerve from the ventral side.
• Type 4: Connection with cranial nerve XI emerging into an anastomosis with the suboccipital nerve, but without dorsal rootlets.

Types 2 and 3 were considered to represent sensory elements in the meta-analysis. This suggests that a cutaneous branch originating from the C1 spinal level, potentially via the suboccipital nerve, could provide sensory innervation that bypasses a greater occipital nerve block, thus explaining the refractory pain in some occipital neuralgia cases.

McKenzie’s Nerve: A Motor Bypass Mechanism

In the context of spastic torticollis, this research illuminates the potential role of a connection between the suboccipital nerve and the spinal accessory nerve, known as McKenzie’s nerve.

Certain neural connection types identified in the study (specifically types 3A, 3B, 3C, and 4) represent variations of this connection with cranial nerve XI. These connections could provide an alternate motor pathway to the sternocleidomastoid muscle, allowing for continued innervation even after an intraneural rhizotomy. Their study alone found a prevalence of McKenzie’s nerve (including types 3 and 4) to be over 60%.

Implications for Anatomy Education: What We Need to Teach

These findings emphasize the critical importance of highlighting anatomical variability in our teaching. While textbook descriptions provide a fundamental framework, students must grasp the significant range of variations within the human body.

Specifically, when teaching about the cervical spinal nerves and the suboccipital region, we should consider incorporating the following key points:

• Challenge the “motor-only” dogma of C1: Present the evidence indicating a significant prevalence of sensory components at the C1 level.
• Discuss potential C1 sensory pathways: Explain how these sensory elements might contribute to cutaneous innervation in a pattern that deviates from traditional dermatome maps.
• Introduce the concept of McKenzie’s nerve: Explain its potential function as an alternative motor pathway to the sternocleidomastoid muscle.
• Connect anatomical variations to clinical presentations: Discuss how these variations might explain the persistent pain in occipital neuralgia and ongoing spasms in spastic torticollis.

Looking Ahead: Potential Clinical Tools

While surgically identifying these neural variations in a living patient is currently impractical, the researchers suggest that future advancements in MRI techniques could potentially allow for visualization of these fine neural structures.

Furthermore, the observed bilaterality of these connections in their cadaveric dissections hinted at a possible genetic component influencing neural tissue migration during embryology, potentially opening avenues for genetic screening in the future.

Conclusion: Embracing Anatomical Complexity

The findings from this compelling research serve as a powerful reminder that our understanding of human anatomy is a continuous process of refinement. By incorporating these new insights into the prevalence of sensory elements at C1 and the existence of neural bypasses like McKenzie’s nerve, we can equip our students with a more nuanced and clinically relevant understanding of the intricate suboccipital region.

This will foster critical thinking and a deeper appreciation for the remarkable variability of the human nervous system, ultimately contributing to better-informed future clinicians.

What are your thoughts on these findings? How might you integrate this information into your anatomy curriculum? Share your insights in the comments below!

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David Gonsalvez (Monash University): Tackling Leniency in Authentic Assessments

David Gonsalvez from Monash University initiated the session by addressing a significant challenge: examiner leniency in authentic assessments. Their experiences across three anatomy-based subjects (Medicine, Biomedicine, and Science) revealed a notable discrepancy in scoring among examiners, despite extensive training on equity and bias. This “hawk and dove” phenomenon persisted even after feedback and across different subjects with separate training and rubrics. Surprisingly, these scores did not strongly correlate with students’ MCQ exam performance.

Attempts to mitigate this issue, such as increasing the number of examiners and altering the examination structure, proved largely ineffective. However, a simple z-score standardization proved more effective than a complex many-facets Rasch model in addressing examiner bias in their context. This straightforward statistical approach enabled them to track and adjust for examiner leniency. The Monash team even developed a freely available app called Biosphix to facilitate this standardization.

Interestingly, Gonsalvez observed that examiners often possessed an intuitive understanding of their scoring tendencies. The key takeaway was the critical importance of consistently tracking examiner leniency and the potential of utilizing straightforward statistical methods to mitigate its impact.

Megan Kruskie (Indiana University School of Medicine): The Impact of Pre-Lab Dissection Videos

Next, Megan Kruskie from Indiana University School of Medicine presented her research on the impact of pre-lab dissection videos on student performance in a gross anatomy course. Introduced during the pandemic to compensate for reduced lab time, these 26 videos (ranging from 10 to 25 minutes) aimed to reduce cognitive load and enhance comprehension. Kruskie’s study correlated video viewership habits with student performance outcomes from 2018 to 2023 .

The findings indicated that cohort performance on the NBME and final exams was statistically significantly higher in the cohorts with video access (2021–2023) compared to prior cohorts. While acknowledging potential contributing factors, the introduction of videos was considered a significant influence. At the individual level, significant positive correlations were found between video viewership (total time, average length) and performance outcomes, with these correlations strengthening over time. Notably, playback speed did not appear to impact student performance. Videos covering content at the beginning of each block received the highest viewership. Kruskie concluded that these pre-lab videos have utility beyond the pandemic, and their promotion could enhance student performance in gross anatomy.

Jessica Byram (Indiana University School of Medicine): Validating a Peer Evaluation Tool in Team-Based Learning

Jessica Byram, also from Indiana University School of Medicine, shifted the focus to assessment within Team-Based Learning (TBL) with her presentation on the concurrent validity assessment of a peer evaluation tool. Emphasizing the role of peer evaluation in TBL to reinforce accountability (summative) and reduce negative interpersonal tensions (formative), Byram described the development and validation of a 10-item peer evaluation tool using a four-point Likert scale.

Previous analyses had established content, construct, and internal consistency validity. This presentation focused on concurrent validity, comparing peer evaluation scores with Individual Readiness Assurance Test (IAT) scores. Spearman’s correlations revealed significant positive, albeit low, correlations between prep scores on the peer evaluation and corresponding IAT scores. This suggests that students can, to some extent, assess their peers’ preparedness. While acknowledging limitations such as being a single-course study, Byram concluded that the prep component of their peer evaluation tool demonstrates concurrent validity, supporting its use in assessing preparedness and accountability within TBL.

Eva Mannino (Indiana University School of Medicine): Integrating Lecture and Lab through Second-Order Questions

Eva Mannino from Indiana University School of Medicine presented on the integration of anatomy lecture and lab content through the introduction of second-order questions in lab exams. This curriculum change aimed to encourage students to understand the “big picture” by assessing their ability to connect lecture-based functional knowledge with lab-based identification skills. The study compared student performance on first-order (identification) and newly introduced second-order (integration) questions in a musculoskeletal system lab exam.

The results showed that students performed significantly higher on first-order questions compared to second-order questions. Further analysis revealed variations in performance across question categories based on modality (donor, microscope, model) and topic (muscle, bone, joint). Notably, students struggled with second-order questions on models (bone and muscle) and first-order questions about muscle on donors. However, a strong positive Pearson correlation was found between lecture assessment scores and performance on second-order lab questions, indicating that students who understood the lecture material were better equipped to integrate it in the lab setting. Mannino concluded that while integrating lecture and lab remains challenging, the introduction of second-order questions may encourage students to bridge this gap.

Assaf Marom (Israel Institute of Technology): Integrating Physical Exam into Early Anatomy Education

Assaf Marom from the Israel Institute of Technology offered a compelling perspective on integrating elements of the physical exam into the anatomy curriculum as early as the first year. Drawing on the ideas of Osler and Foucault, Marom advocated for moving beyond purely visual and theoretical anatomy towards a more embodied and clinically relevant learning experience. He described a pilot learning unit on the physical exam of the limbs, involving orthopedic surgeons as teachers for first and second-year medical students.

The study focused on students’ viewpoints on the place of anatomy in their training and the development of their professional identity, rather than specific anatomical knowledge. Qualitative feedback revealed students’ heightened awareness of bioethical questions arising from physical exams conducted on peers. Preliminary quantitative results showed a significant increase in students agreeing that the physical exam should be integrated into the anatomy course after the first session, although this effect fluctuated. Students also showed a slightly increased agreement on the strong connection between anatomical education and clinical practice after the lower limb session. Interestingly, there was a decrease in their agreement that anatomical education should be based more on medical imaging than dissection after the lower limb session. Marom concluded that integrating physical exam elements early on is valuable and should be a continuous process, fostering a deeper appreciation for the necessity of anatomical knowledge in clinical practice.

Wouter Willaert (Ghent University): Boosting Anatomical Knowledge with Echocardiography

The final presentation by Wouter Willaert from Ghent University, presented on behalf of his PhD student Vicki Vanbos, explored the use of echocardiography (ultrasound of the heart) to boost anatomical knowledge, focusing on cognitive load, self-efficacy, and motivation. The study compared ultrasound practice on peers with watching narrated videos of heart cross-sections in second-year medical students.

The findings revealed that while both methods resulted in similar short-term spatial anatomical knowledge gains, students in the ultrasound condition reported higher cognitive load. There was no effect on autonomous motivation, but the ultrasound group showed higher self-efficacy beliefs immediately after the intervention, although this difference disappeared after the video group also received ultrasound training. Students positively perceived ultrasound as a valuable adjunct in anatomy courses and enjoyed the hands-on experience. Willaert concluded that while ultrasound is well-received and boosts self-efficacy, the higher cognitive load might reduce its immediate advantage over video-based learning for spatial anatomical knowledge. He also suggested that the value of ultrasound might be region-specific, potentially being more beneficial for complex anatomical areas.

As the session concluded, the diverse range of topics and the thoughtful approaches to addressing challenges in anatomy education left the audience with much to contemplate. From refining assessment methods to embracing new technologies and forging stronger connections between preclinical and clinical learning, the pursuit of effective and meaningful anatomy education clearly remains a dynamic and engaging endeavor.

Note: NotebookLM was used to enhance the synthesizing of author notes and optimization of formatting for publication on Medium.com.

The Genesis of DELTA

The genesis of DELTA stemmed from a desire to address challenges in faculty recruitment, retention, and promotion, themes consistently highlighted in studies. Inspired by the profound impact of other leadership programs, the founders envisioned a program tailored to the unique needs of anatomical sciences faculty, aiming to foster leadership skills and provide sustained mentorship for long-term career advancement. This initiative also held the potential to broaden the reach of the AAA and attract a more diverse membership.

Program Design: A Multi-Phased Approach

The DELTA program’s design is thoughtfully structured, unfolding over several phases.

• It begins with a competitive application process, where AAA members submit statements of interest, detail their leadership experiences and goals, and identify obstacles they face. The inaugural cohort comprised 20 fellows and 10 mentors.
• The program kicks off with an intensive three-day in-person retreat. This retreat, held in June 2023, establishes a safe and inclusive environment by setting ground rules and normalizing uncertainty. Fellows actively engage in workshops covering crucial topics such as leadership skills, effective communication, providing and receiving feedback, the distinction between mentoring, coaching, and sponsoring, implicit and explicit biases, negotiation skills, and wellness and mental health. A retreat activity workbook guides fellows through exercises like refining goals, creating personal mission statements, aligning professional activities, identifying mentors, and practicing negotiation skills.
• Following the retreat, the heart of DELTA lies in longitudinal virtual mentoring for nine months. Mentor-fellow groups, typically one mentor and two fellows, are carefully constructed based on the fellows’ goals and the mentors’ expertise. These pairings foster mutually beneficial relationships, as exemplified by the match between Emma Handler, seeking guidance on running a graduate program, Janine Foley, a new graduate program director needing assessment strategies, and Lisa Lee, an experienced director of a well-regarded master’s program. Monthly Zoom meetings provide a consistent platform for check-ins, progress updates, and collaborative brainstorming. The program culminates in project presentations at the Anatomy Connected meeting in Toronto in 2024.

Impactful Journeys: Stories of Transformation

The impact of DELTA is powerfully illustrated through the journeys of its participants.

Kerrie Lashley: An anatomy lab manager and adjunct instructor, felt torn between her two roles. The DELTA invitation arrived at a pivotal time, but she initially battled imposter syndrome. The program’s activities, particularly one focused on aligning roles with aspirations and institutional mission, provided clarity and helped her prioritize her goals. The consistent mentorship kept her on track, fostering a sense of safety and encouraging her to embrace opportunities. Post-DELTA, Kerrie gained the confidence to integrate her roles, improve her negotiation skills, and ultimately earn her doctorate.

Laura Skinner: A biology lab support technician who consistently faced the barrier of not holding a terminal doctoral degree, felt deeply welcomed at the DELTA retreat in Boston. Despite her extensive experience and willingness to contribute, she was often told “no” to advancement opportunities. DELTA provided her with the courage to be her authentic self and overcome the inner voices of inadequacy. The monthly mentoring, free from campus politics, offered invaluable positive reinforcement. As a result of her participation, Laura gained visibility, advocated for herself and her program, and experienced a significant shift in her mindset, recognizing that she was often her own worst enemy.

Lisa Lee (Mentor Perspective): Highlights the evolution of a symbiotic mentoring network. Her experience mentoring Janine Foley and Emma Handler transformed into a collaborative peer relationship, fueled by shared passions for graduate anatomical sciences education. This collaboration extended beyond their individual mentoring group, leading to the creation of the Graduate Program Directors Interest Group in Anatomy Network and joint research projects like the GASP (Graduate Anatomical Sciences Program Assessment Project) and JOBS project. Lisa also found a peer mentoring network with other DELTA mentors, leading to mutual support and her own recent promotion to full professor.

Program Evaluation: Quantifiable Growth

Formal program evaluations conducted at the beginning, end of the retreat, and nine months later reveal significant positive trends. Fellows showed substantial growth in their ability to:

• Set mission and vision statements
• Align professional activities
• Apply SWOT analysis to define leadership roles

Confidence in effective communication skills, particularly in creating positive team environments, also saw marked increases. While fellows felt more confident in identifying external mentors, finding mentors within their own institutions remained a slight challenge. Notably, the program demonstrably improved fellows’ ability to differentiate between implicit and explicit bias and their confidence in negotiation skills. Interestingly, wellness was an area that did not follow the same upward trend, with fellows feeling less confident in their own self-care after nine months, even while remaining capable of promoting it for colleagues. Feedback on the DELTA program itself was overwhelmingly positive, with attendees appreciating the length and timing of the retreat, the longitudinal mentoring, the workshop topics, and the inclusive environment. Areas for potential improvement included more time together and more practice in communication, particularly difficult conversations.

Open comments from fellows nine months post-retreat underscore the lasting impact of DELTA, highlighting growth in effective communication, negotiation skills, work-life balance, mentoring abilities, and overall confidence. Tangible outcomes included promotions, increased leadership roles, and greater involvement in the AAA.

Conclusion: A Pioneering Initiative

The DELTA program stands as a pioneering initiative in the anatomical sciences, providing not only leadership development and action plans but also sustained support through longitudinal mentoring. While the first year has demonstrated tremendous success, the future of DELTA hinges on continued support and the possibility of future iterations to further mold and expand its reach. The stories and outcomes of the initial cohort serve as a powerful testament to the transformative potential of targeted leadership development and the enduring value of mentorship in academia.

Note: NotebookLM was used to enhance the synthesizing of author notes and optimization of formatting for publication on Medium.com.

For those of us dedicated to shaping the next generation of healthcare professionals through the intricate study of anatomy, continuous learning and reflection are paramount. If you recently attended a seminar focused on the evolving landscape of anatomy education, this piece serves as a helpful recap, highlighting some of the key takeaways and thought-provoking research shared by our colleagues.

Understanding the Student Experience in the Gross Anatomy Lab

Brenda Anak from Indiana University School of Medicine opened our eyes to the multifaceted experiences of students within the Gross Anatomy Lab, moving beyond the purely academic aspects. Her research explored disruptions students encountered, noting that the act of dissection itself could be a source of distraction, alongside course workload and even stress. Students reported focusing on avoiding damage to structures or perfecting dissections for exams, sometimes at the expense of deeper learning.

However, Anak also highlighted the significant appreciation students held for the lab, recognizing its value in exposing them to anatomical variation, complementing lecture material, and fostering gratitude towards their donors. Importantly, the study identified coping strategies employed by students, including detachment and the crucial role of emotional support within the lab from teammates and instructors. The first exposure to the donor was described as a particularly profound experience, often accompanied by both shock and gratitude.

Anak’s presentation underscored the need for a trauma-informed lens in anatomy education and suggested actionable steps for educators. Key recommendations included:

• Actively addressing negative factors and fostering a supportive micro-environment.
• Integrating more humanism into laboratory practices, such as encouraging written reflections on the donor as a first patient.
• Utilizing trauma-informed practices by minimizing distressing events, commenting on sensitive topics, and offering access to psychological support.

The Essential Role of Anatomy Stewardship

Devan Heinrichs, representing the University of Iowa Carver College of Medicine and Eastern Virginia Medical School, presented a compelling perspective on Anatomy Stewardship. Defining an anatomy steward as someone committed to the foundation and future of the discipline, Heinrich highlighted four overarching themes derived from their research:

• Education: Emphasizing the ways knowledge is passed down and adapted for different audiences.
• Community: Underscoring the importance of collaboration, partnership, and mentoring for growth within the field.
• Fulfillment: Recognizing the intrinsic rewards and personal satisfaction derived from being a steward and teaching anatomy.
• Professional Excellence: Highlighting the need to maintain ethical standards, high teaching standards, and adapt to challenges.

The research suggests that these steward roles — encompassing educators, researchers, and lab managers — are essential for the progress and sustainability of the field. A key takeaway for institutions is the importance of resource management in supporting their anatomy stewards, ensuring access to the necessary tools and materials for effective teaching.

Measuring Self-Efficacy in Gross Anatomy

Nancy Adams from the University of Florida shared her work on developing a context-specific instrument for measuring self-efficacy in gross anatomy, named the “GASE”. Defining self-efficacy as the belief in one’s ability to successfully perform a task, Adams highlighted its predictive power for success and perseverance. Existing self-efficacy scales were often too academic or general, prompting the development of a more task-specific tool for the gross anatomy lab.

Through a rigorous process involving expert faculty and student input, Adams developed a 14-item scale revealing two primary factors: vicarious academic skills and lab/experiential skills. This research offers a valuable tool for educators to gain a more holistic perspective of their anatomy students’ confidence. Furthermore, Adams raised the important question of whether self-efficacy could be linked to mental health and used to target activities for improved student wellness.

Fostering Community and Learning Through Peer Teaching

Ashley Walker, also from the University of Florida, explored the impact of reciprocal peer teaching on first-year medical students’ sense of community and perceived learning in the gross anatomy lab. Drawing on sense of community theory, Walker investigated changes in these constructs over time and their relationship with each other and with actual learning (lab practical exams).

The study found a significant increase in both sense of community and perceived learning from the beginning to the end of the anatomy lab course, as well as a statistically significant positive relationship between the two. Qualitative feedback from students highlighted themes of perceived learning by teaching, peer support and comfort, and a sense of camaraderie. Interestingly, the study did not find a strong correlation between sense of community and perceived learning with students’ actual performance on lab practical exams. Walker’s work emphasizes the potential of peer teaching to foster collaboration and connection among future physicians.

Addressing Representation in Medical Education

Alyssa Ransom, a recent PhD from Eastern Virginia Medical School, presented a powerful study on Black students’ experiences with representation in medical education, titled “Anatomy of Absence”. Grounded in critical race theory, the research illuminated the pervasive lack of diverse representation in gross anatomy resources, contributing to a hidden curriculum that normalizes whiteness and pathologizes other races.

Black medical students reported feeling marginalized and a deepening sense of not belonging in medical school due to this lack of representation. They also faced implicit bias regarding their abilities and navigated the added burden of educating peers about racial representation. Despite these challenges, students demonstrated remarkable resilience, relying on family and peers for support. Ransom’s recommendations for fostering a more inclusive learning environment included:

• Curriculum review and increased inclusivity of content and representation.
• Faculty efforts to encourage an inclusive learning environment and increase support for Black medical students.
• Increased DEI initiatives and implicit bias training for faculty.
• Long-term initiatives to increase the diversity of teaching teams.

This crucial research underscores the profound impact of representation on Black medical students’ comfort, engagement, sense of belonging, and ultimately, their academic success.

Incorporating Inclusive Sex and Gender Practices

Eva Chima from McMaster University shared her team’s research on redefining anatomy education through the incorporation of inclusive sex and gender practices. Their mixed-methods study revealed a significant conflation of sex and gender within the anatomy education community in Ontario, Canada. Conceptualizations of gender were heavily influenced by external (culture, background) and internal (education, values) factors.

The study also highlighted varied perceptions of donor respect concerning intake forms and labeling, and identified several barriers to incorporating inclusive practices, including terminology, unwillingness to change, limited anatomical variability in teaching models, and a lack of training on sex and gender. Based on their findings, Chima suggested practical steps for promoting inclusivity:

• Providing resources to familiarize staff with terminology surrounding sex and gender and considering more inclusive questions on body intake forms.
• Striving to purchase teaching models that accurately reflect the diversity of the population.
• Providing teachers with resources to understand the spectrum of terminology related to sex and gender.

Chima’s presentation emphasized the opportunity for anatomists to positively influence the health outcomes of marginalized communities by ensuring that anatomy education reflects the diversity of the population it serves.

Looking Ahead

The presentations shared at this seminar collectively highlighted the critical importance of moving beyond traditional approaches in anatomy education. By understanding the student experience, supporting our educators, measuring student confidence, fostering community, addressing issues of representation, and embracing inclusivity, we can create more effective, equitable, and enriching learning environments for all future healthcare professionals. Reflecting on these key takeaways will undoubtedly contribute to the continuous evolution and improvement of anatomy education.

Note: NotebookLM was used to enhance the synthesizing of author notes and optimization of formatting for publication on Medium.com.