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Student perceptions of the importance of diversity and inclusion in anatomical dissection teams
Author(s) -
Alsup B. Kathleen,
Fox Glenn M.
Publication year - 2019
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2019.33.1_supplement.442.3
Subject(s) - inclusion (mineral) , diversity (politics) , viewpoints , medical education , curriculum , dissection (medical) , plan (archaeology) , psychology , perception , pedagogy , medicine , sociology , anatomy , biology , social psychology , art , paleontology , anthropology , visual arts , neuroscience
There is a marked increase of diversity and inclusivity teaching initiatives at the University of Michigan. Based on these programs and the goal of the Division of Anatomical Sciences' faculty to best provide a safe and productive environment for all learners, a research plan was developed to investigate what aspects of diversity and inclusion are of most importance to students participating in a dissection‐ and team‐based Anatomy course (DENT 545). Results indicate that the majority of students considered the Anatomy curriculum to be inclusive (53.2% pre‐ and 56.8% post‐survey), based on the University of Michigan's definition of inclusive teaching. However, student viewpoints differed considerably in the importance of diversity within a dissection team, and what aspects of diversity and inclusion are of greatest importance. This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .