Across disciplines, teaching approaches and educational resources that are based on norms prevail—a norm is defined as a standard or typical practice, convention, or procedure. Although norms often have a historical basis and may be used to simplify complex content, their frequent use in education often disregards and disvalues variation. Variation can present valuable learning opportunities for students, promoting the development of problem solving and critical thinking skills, and humanizing their learning. An example of norms and variation in the discipline of gross anatomy is the frequent use of the “standard human body” in teaching. This idealized view typically does not account for anatomical variations despite their prevalence across the human population. This practice can contribute to alienation within gross anatomy classrooms, with students not feeling represented in the images and terms that they are exposed to. The main aim of this study is to investigate the impact of anatomical variations in gross anatomy courses to inform the creation of updated educational resources. A scoping review was conducted to explore teaching approaches for, and student outcomes of, including anatomical variations in undergraduate, graduate, and professional gross anatomy courses. Scoping reviews are a valuable approach in educational research to systematically explore available evidence related to a problem, elucidate knowledge gaps, and inform updated inclusive practices. Awareness of the norms present in one’s discipline can inform the intentional inclusion of variations in educational approaches and resources, contributing to the inclusion and appreciation of diversity within and across fields of study
