Diversity in anatomical education

Anatomical education is at a critical juncture where traditional paradigms and practices clash with the pressing need for inclusive representation across multiple dimensions of human diversity. Anatomical education remains foundational to medical training, yet it continues to project a narrow representation of the human body, most often a healthy, young, white male. This limited portrayal fails to reflect the diversity of real patients and perpetuates structural biases in medical practice. This position paper critiques the predominant tools and methods in anatomical teaching - textbooks, digital platforms, and models - for their lack of inclusivity across various dimensions, including age, sex, race, skin colour, health status, and physical ability. In contrast, donor-based dissection offers a more authentic and diverse representation of human anatomy. We examine how anatomical education can evolve to align with the medical profession's commitment to diversity, equity, and inclusion (DEI). By mapping the mismatch between current anatomical imagery and real patient populations, we identify actionable strategies to foster inclusive, evidence-based curricula, such as integrating diverse anatomical imagery, developing inclusive teaching materials, and providing targeted faculty training. This paper serves as the conceptual anchor for the present special issue, outlining a roadmap for anatomists, educators, and policymakers to rethink anatomy as an inclusive discipline, ultimately improving clinical competence and patient care for diverse populations. We also highlight areas where further research is needed to evaluate the impact of inclusive anatomical education on learner outcomes and healthcare delivery.