The past years have resulted in an increased use of technology in anatomy and medical education. The use of augmented and virtual reality, collectively often referred to as extended reality (xR) is moving from an experimental idea to a curricular reality. The confluence of a global pandemic and increased accessibility of emerging technologies has resulted in many xR endeavours and education applications. As we explore the use of these technologies, as we integrate them into our classroom, as we develop applications in these technologies, we need to ask the question about how we balance the technological affordances with our values grounded in ethics and inclusivity. Technology can change how we see the world and it can influence our affective response to education. In anatomy education, when using xR, we need to follow universal design principles in order to make the technology accessible to students of all abilities. An emphasis on the learner experience and intuitive interfaces makes the technology fade into the background and puts the academic content into the center of the learning experience. Deliberate choices of how anatomy is placed in the virtual space and whose anatomy we are visualizing grounds these approaches in an ethical framework. We are at the cusp of a new era in technology use, it is an opportunity to make sure that our way forward will reflect our values and build a compassionate, inclusive, and exciting approach to anatomy education.
