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Anatomy education introduces students to a standard, consistent language used in healthcare. This report presents data from the 2022 Experimental Biology conference roundtable discussion regarding the use of SGIL in anatomy education. Most of the respondents had defined sex (i.e. male\/female; 83%) and gender (i.e. man\/woman; 66.7%) for their learners since 2018 (67.4%). Most often, sex\u2010 and gender\u2010diverse (SGD) topics are discussed during the pelvis, perineum, and reproduction content (50%). While teaching teams and departments have made attempts, most believe the current use of SGIL is inconsistent (66.7%). Although there is no consensus on best practice, a few recommendations emerged, including (1) early integration of linguistic equity, (2) patient\u2010centered educational interventions, and (3) multi\u2010level discussions. These data and recommendations should be treated as a pilot for future research. Future studies should investigate anatomy educators' use of SGIL, including modality, context, bias, time, duration, and integration of SGD topics, students' response, perspective, and implementation in clinical practice.<\/jats:p>","DOI":"10.1002\/ase.70036","type":"journal-article","created":{"date-parts":[[2025,4,28]],"date-time":"2025-04-28T07:24:30Z","timestamp":1745825070000},"page":"609-618","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":4,"title":["Linguistic equity: Anatomy educators and inclusive language"],"prefix":"10.1002","volume":"18","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-0701-8572","authenticated-orcid":false,"given":"Melissa A.","family":"Carroll","sequence":"first","affiliation":[{"name":"Department of Anatomy and Cell Biology The George Washington University, School of Medicine and Health Sciences  Washington District of Columbia 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