Developing Inclusive Learning Modules for an Anatomy Course
Presented by:
Grayson Owens, Pacific University
Learn about innovative delivery methods, the distinct challenges and opportunities of developing inclusive learning materials, and the benefits of accessible learning materials.
Keywords:
Innovative Teaching, Human Anatomy, Inclusive Representation
Abstract:
Anatomy as a discipline offers limited diversity in terms of representation in cadavers, imagery, technology, and models used within teaching (Finn et al., 2022). To enhance inclusive education practices in a graduate human anatomy course, it is critical to reflect on learner needs, evaluate existing education resources, and develop materials that are both accessible and represent the diversity of the learners and their future patients. In this presentation, learn more about innovative delivery methods; the distinct challenges and opportunities of developing gender, body size, and skin complexion inclusive learning materials; and the benefits of accessible learning materials.
Outcomes:
1. Identify opportunities for creating inclusive and accessible learning materials.
2. Explore the benefits of learning materials that represent a diverse population
3. Describe strategies for developing and implementing inclusive learning materials into future courses.
Hear it from the author:
Transcript:
Hello, my name is Dr. Grayson Owens, and with the help of Dr. Alyssa Phillips, we present to you the poster titled, Inclusive Learning Modules, subtitled, Developing Inclusive Learning Video Modules to Enhance Occupational Therapy Students' Competence in Anatomical Variations.
This project was inspired by the goal to have content that both represents the students and their future clients.
The beginning question for this project also started with, how can students access and engage with content without consistent access to labs, models, or clients? This led to the development of inclusive video modules to enhance students not only access to learning materials, but diverse and inclusive learning materials as well.
A few discussion questions to consider are, who is and is not represented in the materials used in your class? Is the material that students are studying from Accessible, and how does content align with and support the goal of the course?
Thank you, and I hope you enjoy the poster.
References:
Dempsey, A. M. K., Lone, M., Nolan, Y. M., & Hunt, E. (2023). Universal design for learning in anatomy education of healthcare students: A scoping review. Anatomical Sciences Education, 16, 10–26. https://doi.org/10.1002/ase.2160
Finn, G. M., Danquah, A., & Matthan, J. (2022). Colonization, cadavers, and color: Considering decolonization of anatomy curricula. The Anatomical Record, 305(4), 938–951. https://doi.org/10.1002/ar.24855
Nzenwa, I. C., Iqbal, H. A., & Bazira, P. J. (2023). Exploring the inclusion of anatomical variation in medical education. Anatomical Sciences Education, 16, 531–536. https://doi.org/10.1002/ase.2254