Integrating inclusive practices in teaching reproductive biology

Binary and exclusionary views of sex, gender and reproduction have heavily influenced the fundamental frameworks utilised in reproductive biology. This has led to reproductive biology curricula that do not reflect the true diversity of human experiences and perpetuate regressive beliefs and practices in our future medical professionals and researchers. Many reproductive biology researchers and organisations have begun to make advances in inclusion and diversity, as supported by statements such as the inaugural 2024 NHMRC Statement on Sex, Gender, Variations of Sex Characteristics and Sexual Orientation in Health and Medical Research. However, change can be a difficult process, and teaching curriculums can often lag far behind the latest research.<br/><br/>This presentation will provide insights into how reproductive biology educators and researchers can make positive adjustments to their curricula and research, showcasing changes implemented over the past 6 years in our second-year reproductive biology unit. Through incorporating the latest research and insights from the lived experience of our tutors, collaboration with community-based organisations, and input from members of relevant minority groups, we updated our curriculum in line with current reproductive knowledge and best practices. The implementation of these changes aligns with our holistic goal to equip our students with the knowledge and reasoning skills to consider and appreciate diversity in issues of contraception, genital anatomy, sexual health, infertility, sex and gender.<br/><br/>Specifically, changes to the major assignment scope, adaptations in language and terminology, modification of laboratory content and the introduction of new laboratories to ensure variation in sex characteristics is no longer a sidenote were implemented. We sought to assess impact through engaging in pre- and post-evaluation of changes with a major group of stakeholders: the student cohort. Our qualitative and quantitative analysis of outcome indicators showed that students had increased consideration and appreciation for diverse populations and were having positive learning experiences. Staff experiences were also highly positive, where the changes implemented helped to build a supportive and open teaching environment, even when staff found themselves outside of their comfort zones.