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Peer-reviewedCC BY-NC 4.0Anatomical Sciences Education

Framing anatomical variation in anatomy textbooks: Language use and its implications

  • An‐Di Yim1,2
  • Matthew Schell3
  • Alexandra Zachwieja3
  1. 1Forensic Science Program George Mason University Fairfax Virginia USA
  2. 2Department of Anthropology University of Illinois Urbana‐Champaign Champaign Illinois USA
  3. 3Department of Biomedical Sciences University of Minnesota Medical School Duluth Duluth Minnesota USA
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Abstract

This study examines how anatomical variation is described linguistically in commonly used anatomy textbooks. We conducted a systematic content analysis of descriptions and terminology across commonly used English‐language human anatomy textbooks using text mining to extract descriptors such as “unusual,” “uncommon,” “variant,” and “abnormal.” We quantified the frequency of these terms and qualitatively evaluated their contexts through prevalence statistics and functional implications. Results show that across all textbooks, “abnormal,” a term that carries negative sentiment, was used more frequently than more neutral descriptors, including in contexts where the condition in question is common, asymptomatic, or has little to no functional impact. These patterns suggest that textbook language continues to frame human variation as deviant, pathological, or defective. Such framing may inadvertently reinforce biased notions of normality and pathology, shaping learners' implicit assumptions about the human body. We recommend explicit integration of anatomical variation into anatomy curricula, and that instructors and textbook authors reframe anatomical variation through neutral, prevalence‐aware terminology. These steps are critical for fostering more accurate, inclusive understandings of human diversity.

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Cite

BibTeXRIS
BibTeX
@article{yim2026framing,
  title = {{Framing anatomical variation in anatomy textbooks: Language use and its implications}},
  author = {An‐Di Yim and Matthew Schell and Alexandra Zachwieja},
  journal = {Anatomical Sciences Education},
  year = {2026},
  month = jul,
  doi = {10.1002/ase.70307},
  url = {https://doi.org/10.1002/ase.70307},
  note = {CC BY-NC 4.0},
}
RIS
TY  - JOUR
TI  - Framing anatomical variation in anatomy textbooks: Language use and its implications
AU  - An‐Di Yim
AU  - Matthew Schell
AU  - Alexandra Zachwieja
PY  - 2026
DA  - 2026/07/06
JO  - Anatomical Sciences Education
DO  - 10.1002/ase.70307
UR  - https://doi.org/10.1002/ase.70307
AB  - This study examines how anatomical variation is described linguistically in commonly used anatomy textbooks. We conducted a systematic content analysis of descriptions and terminology across commonly used English‐language human anatomy textbooks using text mining to extract descriptors such as “unusual,” “uncommon,” “variant,” and “abnormal.” We quantified the frequency of these terms and qualitatively evaluated their contexts through prevalence statistics and functional implications. Results show that across all textbooks, “abnormal,” a term that carries negative sentiment, was used more frequently than more neutral descriptors, including in contexts where the condition in question is common, asymptomatic, or has little to no functional impact. These patterns suggest that textbook language continues to frame human variation as deviant, pathological, or defective. Such framing may inadvertently reinforce biased notions of normality and pathology, shaping learners' implicit assumptions about the human body. We recommend explicit integration of anatomical variation into anatomy curricula, and that instructors and textbook authors reframe anatomical variation through neutral, prevalence‐aware terminology. These steps are critical for fostering more accurate, inclusive understandings of human diversity.
SN  - 1935-9772
SN  - 1935-9780
ER  -