There is a drive to implement inclusive practices in anatomy by adapting curricula and utilizing inclusive language and resources that negate biases. However, to date there is no data regarding student's perception of inclusivity. Therefore, the study aims to investigate anatomy student's opinions on inclusive practices in anatomy education based on the protected characteristics of age, disability, ethnicity, gender affirmation and sex. One hundred and forty-five students completed a questionnaire with 21 Likert-scale and two open-ended questions. Kruskal–Wallis tests compared responses by groups defined by the protected characteristics of the Equality Act (2010). Most students (71.2%; n = 84) agreed or strongly agreed that “improving inclusivity in anatomy education should be educator's priority”. In terms of representation, there was a statistically different response rate from students from different ethnic backgrounds to the statements “there are anatomy educators” (p < 0.001), “images in textbooks” (p < 0.001) and “models in the dissection room” (p < 0.001) “that look like me”. Most students agreed or strongly agreed to statements relating to the protected characteristics of age (70.4%; n = 68), disability (78.6%; n = 77), ethnicity (59.8%; n = 64), gender affirmation (46.3%; n = 46) and sex (51.5%; n = 62). Themes identified relating to improving inclusivity included “reflecting reality”, “teaching the truth”, “the invisibility of women” and the “learning environment”. Students have confirmed that anatomists, as gatekeepers of the knowledge of the human body, should foster inclusive teaching practices that will benefit all students and potentially future patient care.

中文翻译：

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学生对解剖学教育中包容性实践的看法

人们通过调整课程并利用消除偏见的包容性语言和资源来推动解剖学领域的包容性实践。然而，迄今为止，还没有关于学生对包容性看法的数据。因此，本研究旨在调查解剖学学生对基于年龄、残疾、种族、性别肯定和性别等受保护特征的解剖学教育包容性实践的看法。 145 名学生完成了一份包含 21 个李克特量表和两个开放式问题的调查问卷。克鲁斯卡尔-沃利斯测试比较了《平等法案》（2010 年）受保护特征定义的群体的反应。大多数学生（71.2%；n  = 84）同意或强烈同意“提高解剖学教育的包容性应该是教育者的首要任务”。在代表性方面，不同种族背景的学生对“有解剖教育者”（p  < 0.001）、“课本上的图像”（p  < 0.001）和“解剖室里有模型”的反应率存在统计学差异。 ” ( p  < 0.001) “看起来像我”。大多数学生同意或强烈同意与年龄（70.4％；n  = 68）、残疾（78.6％；n  = 77）、种族（59.8％；n  = 64）、性别肯定（46.3％；n = 64）等受保护特征有关的陈述。n  = 46）和性别（51.5%；n  = 62）。与提高包容性相关的主题包括“反映现实”、“教导真相”、“女性的隐形”和“学习环境”。学生们已经确认，解剖学家作为人体知识的守门人，应该促进包容性的教学实践，这将有利于所有学生以及未来潜在的患者护理。