From attention to action: Advancing inclusivity in the landscape of anatomy education

Conversations about inclusivity in anatomy education are at a critical juncture. While the need for a more equitable discipline is widely recognised, significant challenges remain. As this project aimed to reimagine what a truly inclusive learning experience could like and how it might be best achieved, an inclusive approach to research methodology was essential to ensure robust and representative results. Due to the paucity in anatomical literature on this topic, the authors applied concepts from sociological research methodology and innovative methods of demographic data collection to their own discipline. The study utilised questionnaires and focus groups to collect diverse data on lived experiences of inclusivity and exclusion in anatomy education. A convenience sample gathered quantitative and qualitative data through questionnaires and semi-structured focus groups. Guided by inclusive research practices including participatory research, this study makes use of inductive reflexive thematic analysis with critical orientation to situate inclusivity in its social, historical and political contexts. This paper discusses how the authors incorporated these inclusive methods, explores the challenges this type of research generates, and acts as a framework for those wishing to conduct more inclusive research in their discipline. Application of these methods yielded richer and more nuanced data, thus increasing the validity of the study. Although anatomy education may not currently represent diverse populations, positive action towards change is underway, with many in the discipline eager to actively confront exclusion. The existing dataset is predominantly Eurocentric. As such, the next phase of this research will translate recruitment literature and questionnaires into other languages to collect more global perspectives. To encourage further anti-exclusion research, the data will be made widely accessible for analysis.