Student's perspectives of inclusive practices in anatomy education.

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.

Strengthening the clinical academic pathway: a systematic review of interventions to support clinical academic careers for doctors and dentists.

OBJECTIVE: Evaluate existing evidence on interventions intended to increase recruitment, retention and career progression within clinical academic (CA) careers, including a focus on addressing inequalities. DESIGN: Systematic review. DATA SOURCES: Medline, Embase, Cochrane Controlled Register of Trials, PsycINFO and Education Resource Information Center searched October 2019. STUDY SELECTION: Eligible studies included qualified doctors, dentists and/or those with a supervisory role. Outcomes were defined by studies and related to success rates of joining or continuing within a CA career. DATA EXTRACTION AND SYNTHESIS: Abstract screening was supported by machine learning software. Full-text screening was performed in duplicate, and study quality was assessed. Narrative synthesis of quantitative data was performed. Qualitative data were thematically analysed. RESULTS: 148 studies examined interventions; of which 28 were included in the quantitative synthesis, 17 in the qualitative synthesis and 2 in both. Studies lacked methodological rigour and/or were hindered by incomplete reporting. Most were from North America. No study included in the syntheses evaluated interventions aimed at CA dentists.Most quantitative evidence was from multifaceted training programmes. These may increase recruitment, but findings were less clear for retention and other outcomes. Qualitative studies reported benefits of supportive relationships, including peers and senior mentors. Protected time for research helped manage competing demands on CAs. Committed and experienced staff were seen as key facilitators of programme success. Respondents identified several other factors at a programme, organisational or national level which acted as facilitators or barriers to success. Few studies reported on the effects of interventions specific to women or minority groups. CONCLUSIONS: Existing research is limited by rigour and reporting. Better evaluation of future interventions, particularly those intended to address inequalities, is required. Within the limits of the evidence, comprehensive multifaceted programmes of training, including protected time, relational and support aspects, appear most successful in promoting CA careers. SYSTEMATIC REVIEW REGISTRATION: Open Science Framework: https://osf.io/mfy7a.

Twelve tips for running a successful body painting teaching session.

Body painting in the medical education context is the painting of internal structures on the surface of the body with high verisimilitude. Body painting has many educational benefits, from the obvious acquisition of anatomical knowledge, to the less obvious benefits of improved communication skills and greater body awareness. As with any activity, which involves physical examination and undressing, sensitive delivery is imperative. The 12 tips given in this article offer advice on the practicalities of running a successful body painting session in a supportive environment, thus promoting maximum student participation.

The impact of wearing scrubs on contextual learning.

BACKGROUND: Godden and Baddeley ( 1975 ) suggested strong contextual influence on recall, suggesting learning in an educational context might not transfer well to practice. AIM: To explore the impact of an authentic context (wearing hospital scrubs) on learning and recall. METHODS: 82 first year medical students sat a pre-test on renal gross anatomy and imaging, to establish prior knowledge, wearing their own clothes. Students wore either scrubs or their own clothes for the first teaching session on renal gross anatomy. A mid-test on this topic was completed immediately after the teaching session. Students then changed into opposite clothing and attended a self-directed session on renal imaging. An imaging specific mid-test was completed. 5 weeks later students completed two post-tests (gross anatomy and imaging) in their own clothes. Tests were online. RESULTS: Data were analysed using paired t-tests. Results showed no significant difference between test performance immediately after the teaching session, but a significant improvement (p = 0.04) on recall between groups tested in the same clothing versus testing in different clothing. The effect size of the teaching intervention was 0.27, a 'moderate' effect in teaching terms. CONCLUSIONS: Students examined in the same context as they were taught recalled significantly more information.