Teaching Vulval Anatomy in the Twenty-First Century: The Australian Experience

Autor/inn/en	Hayes, Jennifer A.; Temple-Smith, Meredith J.
Titel	Teaching Vulval Anatomy in the Twenty-First Century: The Australian Experience
Quelle	In: Anatomical Sciences Education, 16 (2023) 4, S.733-742 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hayes, Jennifer A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-9772
DOI	10.1002/ase.2264
Schlagwörter	Anatomy; Science Instruction; Foreign Countries; Barriers; Affordances; Gender Differences; Inclusion; LGBTQ People; Australia + Suchen Sie Ihr Suchwort? Anatomie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Geschlechterkonflikt; Inklusion; Australien
Abstract	Anatomy has often been regarded as an immutable discipline where everything that needs to be known is known. This article focuses on the teaching of vulval anatomy, the diversification of gender in contemporary society, and the increasing popularity of the Female Genital Cosmetic Surgery (FGCS) industry. The binary language and singular structural arrangements contained in lectures and chapters on "female genital anatomy" are nowadays rendered exclusive and incomplete. A series of 31 semi-structured interviews with Australian anatomy teachers identified barriers and facilitators for teaching vulval anatomy to contemporary student cohorts. Barriers included lack of connection to contemporary clinical practice, time and technical difficulty involved in regularly updating online presentations, the crowded curriculum, personal sensitivity to teaching vulval anatomy, and reluctance to introduce inclusive terminology. Facilitators included lived experience, regular use of social media, and institutional initiatives toward inclusivity including the support of queer colleagues. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01