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Anatomical textbooks and models have typically focused on white, cis\u2010gender, able\u2010bodied individuals who perpetuates biases and underrepresentation, impacting learners' professional development. We embedded five workshops in the junior honors BSc anatomy curriculum, which all adopted an intersectional EDI approach. These were strongly anchored to anatomy as a discipline and framed around learners building knowledge through social interaction, encouraging active student engagement and reflection. A mixed methods analysis using pre\u2010 and postteaching surveys and assessment data from 2021 to 2025 showed that the anatomy\u2010focused EDI content challenged students to explore personal and disciplinary representation, bias, and diversity through real\u2010world examples such as textbook imagery, donor demographics, and historical figures. By combining collaborative tasks, critical reflection, and authentic assessments, students developed cultural awareness, and personal accountability, embedding inclusive thinking into both their academic practice and professional identity, with their understanding shifting over time from more basic awareness to reflective, critical engagement. Students also consistently achieved higher grades in EDI coursework and exam essays compared to non\u2010EDI assessments. This approach allowed students to build complexity across the sessions, from historical critique to structural analysis and applied outputs. These findings support the continued integration of EDI as a dynamic and essential component of anatomy and broader biomedical curricula while also offering a transferable framework for other academics to adopt.<\/jats:p>","DOI":"10.1002\/ase.70333","type":"journal-article","created":{"date-parts":[[2026,8,28]],"date-time":"2026-08-28T04:25:19Z","timestamp":1787891119000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Seeing ourselves in anatomy: Embedding equity, diversity, and inclusivity to transform learning in a\n                    <scp>UK BSc<\/scp>\n                    curriculum"],"prefix":"10.1002","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-1469-0201","authenticated-orcid":false,"given":"Michelle","family":"Welsh","sequence":"first","affiliation":[{"name":"Anatomy Facility, School of Medicine, Dentistry and Nursing, College of Medical, Veterinary and Life Sciences University of Glasgow  Glasgow UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-7789-1185","authenticated-orcid":false,"given":"Ourania","family":"Varsou","sequence":"additional","affiliation":[{"name":"Anatomy Facility, School of Medicine, Dentistry and Nursing, College of Medical, Veterinary and Life Sciences University of Glasgow  Glasgow UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2026,8,27]]},"reference":[{"key":"e_1_2_12_2_1","volume-title":"Inclusive learning and teaching in higher education","author":"Thomas L","year":"2010"},{"key":"e_1_2_12_3_1","doi-asserted-by":"publisher","DOI":"10.1002\/ase.2388"},{"key":"e_1_2_12_4_1","volume-title":"Student characteristics data","year":"2022"},{"key":"e_1_2_12_5_1","doi-asserted-by":"publisher","DOI":"10.1136\/bmjopen-2023-075945"},{"key":"e_1_2_12_6_1","unstructured":"UK DS.Access Insights Report 2023: Framework and Baseline.2023."},{"key":"e_1_2_12_7_1","first-page":"139","article-title":"Demarginalizing the intersection of race and sex: a black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics","volume":"1989","author":"Crenshaw K","year":"1989","journal-title":"Univ Chic Leg Forum"},{"key":"e_1_2_12_8_1","doi-asserted-by":"publisher","DOI":"10.1002\/ar.24855"},{"key":"e_1_2_12_9_1","doi-asserted-by":"publisher","DOI":"10.1177\/20597991251313878"},{"key":"e_1_2_12_10_1","doi-asserted-by":"publisher","DOI":"10.1007\/978-3-031-91849-0_3"},{"issue":"1","key":"e_1_2_12_11_1","doi-asserted-by":"crossref","first-page":"2913","DOI":"10.30574\/wjarr.2024.23.1.2280","article-title":"Impact of racial representation in curriculum content on student identity and performance","volume":"23","author":"Iweuno BN","year":"2024","journal-title":"World J Adv Res Rev"},{"key":"e_1_2_12_12_1","unstructured":"VermaA Amrane\u2010CooperL diegoJ HarrisJ MayS WadeT.Designing for worldwide inclusive cultures in higher education.2024."},{"key":"e_1_2_12_13_1","volume-title":"Building inclusive workplaces; 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