Hall, Emily and Melling, Genevieve and Katti, Karuna and Rapteas, Leandros (2026) Gender Bias and Representation in Anatomy Teaching : Insights from a Second-Year Medical Module on Reproduction and Development. Journal of Anatomy: 41 P1/25. ISSN 0021-8782
Full text not available from this repository.Abstract
Gender bias in medical education, particularly in anatomy teaching, remains a longstanding issue, with male anatomy receiving greater emphasis than female anatomy. This study aimed to investigate the perceptions of students and staff at the University of Birmingham regarding the representation of male and female anatomy in the second-year RED (Reproduction, Endocrinology, and Development) curriculum. A mixed-methods approach was employed using two surveys: one for second-year medical students and one for anatomy staff. Both surveys explored content adequacy, representation and inclusivity in teaching resources, and identified barriers in teaching female and male reproductive anatomy. Results from 28 student and 10 staff responses indicated significant disparities, with male external genitalia taught in greater detail. Female students expressed a stronger need for comprehensive teaching of female reproductive anatomy, especially external genitalia, which was underrepresented. Staff reported discomfort and a lack of confidence in teaching female and intersex anatomy, citing insufficient training and cultural barriers. These findings highlight the ongoing gender bias in medical education, pointing to the need for curriculum revision, enhanced staff training, and more inclusive resources. Future research should explore the intersectionality of gender, race, and other social factors in anatomy education, and assess the impact of revised teaching methods on student learning outcomes and perceptions of inclusivity. The study received ethical approval from the Department of Biomedical Science Ethics Committee at the University of Birmingham (reference number: BMSRP_2025_EDU014).