Teaching vulval anatomy in the twenty‐first century: The Australian experience

• Published in: Anatomical sciences education Vol. 16; no. 4; pp. 733 - 742
• Main Authors: Hayes, Jennifer A., Temple‐Smith, Meredith J.
• Format: Journal Article
• Language: English
• Published: United States Wiley 01-07-2023; Wiley Subscription Services, Inc
• Subjects: Affordances; anatomical variation; Anatomy; Anatomy & physiology; anatomy education; Barriers; curriculum; female genitalia; Foreign Countries; Gender Differences; Inclusion; LGBTIQ; LGBTQ People; Medical education; non‐binary; Science Instruction; Urogenital system; Australia; anatomy education; inclusion; female genitalia; anatomical variation; curriculum; non-binary; LGBTIQ
• ISSN: 1935-9772; 1935-9780
• DOI: 10.1002/ase.2264

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.