Rachael Door
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rachaeldoor.bsky.social
Rachael Door
@rachaeldoor.bsky.social
270 followers 250 following 120 posts
Anatomy 🫀and Histology 🔬geek | Education enthusiast | Senior Lecturer Keele University | All views are my own | she/her
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rachaeldoor.bsky.social
Somebody let us loose on Instagram 👀 www.instagram.com/keeleanatomy...

#ITeachAnatomy #Anatomy #AnatomyEducation #Clearing
Screenshot of @KeeleAnatomy on Instagram showing three posts
August 1, 2025 at 8:25 AM
rachaeldoor.bsky.social
Unlock the power of cinemeducation to enhance communication skills in medical professionals!

@drewboo830.bsky.social & team explore how medical dramas like House M.D. can be used to teach effective strategies for making complex medical information accessible to non-experts
Abstract Communicating complex medical information in a manner accessible to non-experts is an essential skill for medical professionals. Cinemeducation, a method of medical education that leverages the many benefits of cinema for educational purposes, may be ideal for cultivating this communication skill in medical professionals. Though originally intended as entertainment, medical movies and television can feature realistic portrayals of the medical field that engage and resonate with learners. The medical drama House M.D. is one such television show that can be used to teach communication skills to medical professionals. In a thematic analysis of the first professionals. In a thematic analysis of the first two seasons of the show (n = 46 episodes), several scenes were identified as depicting either effective or ineffective communication of complex medical information to non-experts. Effective communication strategies that increased the accessibility of medical information included elaboration on jargon, use of analogies, and integration of visual aids. These scenes can be used in conjunction with additional pieces of medical film and television in a cinemeducation curriculum to teach medical professionals how to make medical information more accessible for non-experts.
April 1, 2025 at 9:59 AM
rachaeldoor.bsky.social
This chapter by Georgina Goodison & @chrisaris.bsky.social explores the shift from using human remains to alternative pedagogic aids & the implications for inclusivity, learning experiences, and the future of educational resources 📚
Abstract Human remains have been used for millennia as pedagogic resources, with their focus to enhance medical understanding and advancement in the treatment of the living. The last two-hundred years, however, have seen the use of human remains in the teaching of non-medical subjects, including archaeology and forensic science. Their use in education has peaked and plateaued over time, with numerous alternatives introduced due to advancements of skill and technology. In more recent years, the use of alternative pedagogic aids has begun to supersede the real thing, with plastic models, digital imaging, and interactive software coming to the fore in anatomical teaching. Providing access to such anatomical teaching. Providing access to such a diverse range of alternative resources as additional learning materials could aid in the education of students. Yet, if access to real human remains is replaced with alternatives, numerous issues could arise, including a lack of inclusivity, perhaps a lesser learning experience, and even the ability to empathise. It could be argued that both legal and ethical policies surrounding the handling of human remains could be pushing institutions more towards using alternative resources for teaching. Within medicine, dissection is slowly being replaced with digital alternatives, whilst in forensic science and archaeology, replicated skeletal material is becoming more widely used. The question to be considered is if these are viable alternatives which produce the same levels of learning and understanding as real human remains. Alternatives may be more human remains. Alternatives may be more accessible, but only by looking at studies comparing the use of real and replicated material can conclusions on their educational viability be drawn, and thus the inclusivity provided by institutions. In the context of anatomy education, institutions can improve the diversity of their learning opportunities through the provision of a wide range of pedagogic resources, including both real and replicated human remains. To ensure their learning environments are inclusive and accessible, it is essential that students are given access to a wide variety of resources so that they can use each resource to fulfil their own learning needs. Only then can universities be classed as fully diverse, inclusive, and accessible within the teaching of anatomy.
March 31, 2025 at 1:33 PM
rachaeldoor.bsky.social
Beyond the Answer: Exploring Question-Asking and Promoting Inclusivity by @curranatomy.bsky.social and team delves into the pedagogical, psychological, and cultural factors that influence students' participation in asking questions in class

#Education #Inclusion
Abstract While asking and answering questions in class can be an anxiety inducing activity for students, it is a common educational tool used in higher education and medical education. Whether a student participates in asking questions in class can be influenced by a variety of factors, particularly pedagogical, psychological, and cultural. This guide outlines the literature to review major concepts of pedagogical, psychological, and cultural factors that influence question-asking, and then explores how to create an inclusive environment to foster success with question-asking in the classroom. Exploring pedagogical influences demonstrates that active learning, founded in constructivist learning methodologies, lays the framework for learners to ask questions in class. Psychological factors include motivation, interest, engagement, academic emotions, and growth mindset, all of which influence an growth mindset, all of which influence an individual's likelihood of participating in asking questions in an academic setting such as medical school. Cultural considerations must look at the broader culture surrounding question-asking and the culture of the classroom setting itself, as both impact whether learners will ask questions in class. In addition to pedagogy, psychology, and culture, we also explore specific challenges to consider when encouraging participation in class, such as imposter syndrome, and pose them as opportunities for instructors to be proactive and influence a learner's choice to ask questions in class. Finally, the factors that go into creating an inclusive environment will be discussed to allow educators to create an optimal learning environment for students in higher education and medical education.
March 28, 2025 at 12:03 PM
rachaeldoor.bsky.social
In Chapter 6, @muneshkhamuani.bsky.social and @elenapatera.bsky.social share simple, actionable tips and highlight free resources to create educational content that embraces diversity and supports all students, regardless of their backgrounds or abilities📚 #Inclusivity #AnatomyEdu
Abstract Inclusivity and accessibility are important concepts in higher education as all students are entitled to a learning experience that is free of barriers. The following chapter aims to act as a toolkit for early career anatomists and medical educators who aspire to make their teaching practice more inclusive and accessible. The chapter consists of simple tips that can be incorporated into an educator's daily teaching practice. The chapter also signposts the readers to some freely available resources that can be used by early career anatomy and medical educators to create inclusive and accessible educational content. In terms of inclusivity, the chapter will discuss the importance and use of inclusive images that represent a diverse range of bodies and skin tones. Additionally, the use of inclusive tones. Additionally, the use of inclusive language across the anatomy curriculum, inclusive assessment strategies as well as how anatomy educators can become more familiar with their students and different cultures and faiths will be discussed. In terms of accessibility, the chapter will focus on how educators can make their teaching content and material accessible to students with or without visible or hidden disabilities to ensure equitable learning without any significant barriers or challenges.
March 26, 2025 at 5:21 PM
rachaeldoor.bsky.social
In chapter 5, Dr Siobhan Moyes and team delve into the critical importance of representative research practices in anatomy, highlighting the evolution of inclusive practices, barriers to implementation, and practical strategies for conducting representative research.

#EDI #RepresentativeResearch
Abstract While anatomists, globally, are working to improve inclusive practice, the unique challenges faced by this discipline can form a barrier to sustained progress. This chapter explores the critical importance of representative research practices in anatomy, discussing its principles, challenges, and implementation strategies. Examining the historical context of exclusion and bias in anatomical studies highlights how past practices have shaped current inequalities, contextualising the current move towards representative research. Key topics include the evolution of inclusive practices in anatomy curricula, barriers to implementing representative research (such as institutional constraints and implicit biases), and practical guidance on conducting representative research, including participant recruitment and data analysis. A case study on demographic data collection emphasises the complexities of identity categorisation. The chapter presents frameworks for evaluating the inclusivity of research practices and offers concrete suggestions for incorporating representative approaches into various teaching modalities. It explores the integration of representative research principles into anatomy education through the research-teaching nexus, mapping this onto established educational models like Bloom's Taxonomy and Miller's Pyramid. Representative research is not only an ethical imperative but also crucial for advancing anatomical knowledge and improving healthcare outcomes for diverse populations. By applying principles of representative research, anatomists can contribute to a more inclusive and equitable understanding of human anatomy. The authors hope that by providing both theoretical context and practical advice, this chapter serves as a practical guide for anatomists seeking to adopt more inclusive and equitable practices in their work.
March 25, 2025 at 3:28 PM
rachaeldoor.bsky.social
In chapter 4, Dr Karen Adams discusses ways to make psychology accessible to students in medical education. Students new to the concept of uncertainty often struggle and this chapter provides practical tips to develop student understanding beyond rote memorisation

#EDI #MedEd
Abstract Many medical students find psychology challenging and this can have a negative impact on their engagement with the subject. This chapter will explore some of the key barriers that medical students might encounter that may explain why they find psychology difficult or inaccessible. In particular it will consider how the lack of familiarity and exposure that students have with the subject may play a pivotal role. Psychology is very much an interdisciplinary subject, and this is a strength that can be exploited by linking the subject to concepts that medical students are likely to be more familiar with. This linking should help students to understand what psychology is and to appreciate how and why it holds such value in medical education. Some practical examples are presented to illustrate its value, for example introducing students to the concept of uncertainty which is prevalent in medicine yet uncertainty which is prevalent in medicine yet frequently an unexpected and uncomfortable concept for them. It is important that students have opportunities to actively apply and discuss their psychological knowledge rather than simply learning the theoretical concepts. Ideas to promote active engagement such as authentic and relatable learning material, opportunities for experience sharing and including practical activities they can engage with can all promote the practical and applied nature of psychology and increase medical students' engagement with the subject by making it more accessible to them.
March 24, 2025 at 1:42 PM
rachaeldoor.bsky.social
In chapter 3, Dr Noelia Falcon explores play-based learning in STEMM education to promote lifelong learning. With case studies and helpful tips this is a must-read for any educator

#PlayBasedLearning #Education #STEMM
Abstract Play-based learning is an engaging educational approach that uses play and interactive activities as a method for learning. It encourages exploration, creativity, and hands-on experiences to develop effective learning, as well as fostering teamwork. Although traditionally associated with early childhood education, play-based learning has been recently posed as a transformative pedagogical approach for fostering creativity, collaboration, and critical thinking among higher stages of education, particularly university students. This approach is university students. This approach is especially beneficial for Science, Technology, Engineering, Mathematics and Medicine (STEMM) careers, where experimentation and exploration in a low-pressure environment boost creativity and problem-solving skills, while strengthening teamwork and communication abilities. Herein, we illustrate the incorporation of play elements in two different sessions within our Biomedicine course. Ultimately, we are aiming to inspire educators to integrate play in their sessions and advocate for a paradigm shift that embraces play as essential to effective higher education pedagogy in STEMM fields.
March 23, 2025 at 1:26 PM
rachaeldoor.bsky.social
Chapter 2 focuses on building belonging in Biological sciences with @kellyedmunds.bsky.social providing practical examples that can be applied across HE and beyond for both student and staff wellbeing
Students in Higher Education (HE) are reporting record high levels of anxiety alongside lower levels of self-efficacy, and these are contributing to an engagement crisis. Students are struggling to engage with their studies as they manage declining mental health—poorer mental health than that reported by the wider population—and increasing numbers of students are juggling their studies alongside paid work, just to meet their basic living costs. University life brings many new opportunities, both social and academic. For an increasing number of students, growing external demands on their time mean they are making hard choices about which education opportunities to engage with. Biosciences courses present specific opportunities to perform experiments, make use of new equipment and engage in trial-and-error as part of the scientific method—all activities which can often lead to failure, the consequences of which for a student already managing challenges with their mental health, financial situation or time pressures, can be to disengage further from their studies. One way to mitigate the impact of these factors on student engagement and success is to help students build a strong sense of belonging within their studies. This chapter sets the context for some of the challenges facing our students, with a focus on student belonging and how this links to academic success. Drawing on examples from across different UK biosciences departments, this chapter explores how we can embed activities into our biology teaching which encourage students to experiment whilst also building a growth mindset and a stronger sense of belonging. The examples shared will cover aspects of the important transition into HE through to a range of activities that can be embedded into teaching and assessment at various points throughout the student journey.
March 22, 2025 at 2:11 PM
rachaeldoor.bsky.social
What it’s like working in an open plan office
Cartoon of 6 frogs in an office and it is CHAOS, printing flying everywhere, somebody spilling coffee, somebody yapping while typing, one on top of the door etc
March 21, 2025 at 5:00 PM
rachaeldoor.bsky.social
In chapter 1 @domathy.bsky.social discusses the effect of mandatory attendance on educational experiences and student wellbeing
Mandatory attendance in education is commonplace, with certain courses within higher education extending this to being an assessed component. Medicine is one such example of this, where guidance from the General Medical Council states that students must achieve an 80% attendance rate to pass relevant modules. The thinking behind this enforced attendance is that it promotes engagement from the students and thus better chances at achieving the learning outcomes. Attendance at the various session types within the medical curriculum (i.e. lectures, clinical skills, and symposia) also allows students to learn aspects of the hidden curriculum; developing skills such as professionalism and improving their interpersonal skills through interactions with colleagues, clinicians, and academics. Whilst there is literature and my own personal experience to support these arguments, there are a myriad of other factors to be considered. Adult learners such as medical students can often have complicated personal situations outside of their academic careers which make attendance challenging. Factors such as physical and mental health, and family responsibilities such as children or carer roles are seldom considered when the attendance policies are enforced. This threat of failure to students, who in many cases are unable to meet the attendance requirements can cause or exacerbate issues of stress and pose risks to their wellbeing. The removal of student autonomy to learn how they feel best suits them is also a problem which warrants consideration, as this should be seen as a vital skill learned while attending university. The subject of attendance is complex, with no ‘one size fits all’ solution. However, evidence shows the enforcement of mandatory attendance policies can be actively detrimental to students, and an individual’s presence in a room does not equate to academic ability—the evaluation of which should be reserved for assessments.
March 21, 2025 at 3:32 PM
rachaeldoor.bsky.social
We have here a very rare occurrence, a breeding pair in the wild
Two blue heaters in an office, one large, one small
January 17, 2025 at 9:05 AM
rachaeldoor.bsky.social
Ok, someone needs to turn the UK off and on again
Alexa showing the time as 6.38 (am), date as Thu, 9 Jan, and temperature as -7 degrees (Celsius)
January 9, 2025 at 6:51 AM
rachaeldoor.bsky.social
Only right that my first read of 2025 should be The Gathering 🙌 Ate.It.Up, perfection, 10/10 🤌
Screenshot of Hoodreads challenge with 1 book read- The Gathering by C J Tudor
January 2, 2025 at 8:05 AM
rachaeldoor.bsky.social
A year ago today I picked up The Drift by @cjtudor.bsky.social after years of not reading. I have just finished my 98th book since that day. I am so grateful to have rediscovered my love of reading
Screenshot from Goodreads app Year In Books. 25,812 pages read and 97 books read
December 26, 2024 at 7:45 PM
rachaeldoor.bsky.social
As we approach the holidays, this is your reminder that you absolutely do not need to justify not accessing your emails whilst on leave in your out of office message
Screenshot of Microsoft office out of office message: Thank you for your message. I am currently on annual leave until the 6th January 2025 and will respond on my return. Wishing vou a wonderful Winter break.
December 19, 2024 at 9:20 PM
rachaeldoor.bsky.social
Choose 20 books that have stayed with you or influenced you. One book per day for 20 days, in no particular order. No explanations, no reviews, just covers.
#BookSky
#Books
#BookChallenge
#20daybookchallenge

Day 20/20
Cover of Severed by Frances Larson
December 18, 2024 at 10:03 AM
rachaeldoor.bsky.social
Choose 20 books that have stayed with you or influenced you. One book per day for 20 days, in no particular order. No explanations, no reviews, just covers.
#BookSky
#Books
#BookChallenge
#20daybookchallenge

Day 19/20
Cover of Daughter of smoke and bone by Laini Taylor
December 17, 2024 at 11:07 AM
rachaeldoor.bsky.social
Ok I’m obsessed
Smiling Rachael in a black jumper and red glasses wearing the skeleton earrings
December 16, 2024 at 8:32 PM
rachaeldoor.bsky.social
Choose 20 books that have stayed with you or influenced you. One book per day for 20 days, in no particular order. No explanations, no reviews, just covers.
#BookSky
#Books
#BookChallenge
#20daybookchallenge

Day 18/20
Cover of Stiff- the curious lives of human cadavers by Mary Roach
December 16, 2024 at 11:17 AM
rachaeldoor.bsky.social
Somebody in the Anatomy Team knows me very well
Photo of three gifts on a desk. From left to right: Goose enamel in with the words “I think I will cause problems on purpose”, pair of acrylic white skeleton earrings with head and thorax, red cartoon uterus in with the word “cuterus”
December 16, 2024 at 11:14 AM
rachaeldoor.bsky.social
Choose 20 books that have stayed with you or influenced you. One book per day for 20 days, in no particular order. No explanations, no reviews, just covers.
#BookSky
#Books
#BookChallenge
#20daybookchallenge

Day 17/20
Cover of Life of Pi by Yann Martel
December 15, 2024 at 7:48 PM
rachaeldoor.bsky.social
Choose 20 books that have stayed with you or influenced you. One book per day for 20 days, in no particular order. No explanations, no reviews, just covers.
#BookSky
#Books
#BookChallenge
#20daybookchallenge

Day 16/20
Cover of The HitchHikers Guide to the Galaxy by Douglas Adams
December 14, 2024 at 2:58 PM
rachaeldoor.bsky.social
Choose 20 books that have stayed with you or influenced you. One book per day for 20 days, in no particular order. No explanations, no reviews, just covers.
#BookSky
#Books
#BookChallenge
#20daybookchallenge

Day 15/20
Cover of Vagina Obscura by Rachel E Gross. Shows mythical scene with ducks, chameleons, pyramids and more
December 13, 2024 at 10:01 AM
rachaeldoor.bsky.social
Choose 20 books that have stayed with you or influenced you. One book per day for 20 days, in no particular order. No explanations, no reviews, just covers.
#BookSky
#Books
#BookChallenge
#20daybookchallenge

Day 14/20
Cover of ready player one by Ernest Cline. Bright red background with large yellow writing
December 12, 2024 at 7:01 PM