Presented By: Autumn Fritz, Western Michigan University Homer Stryker MD School of Medicine
Co-Authors: Sara Allison, Western Michigan University Homer Stryker MD School of Medicine
Amy Gyorkos, Western Michigan University Homer Stryker MD School of Medicine
Morgan Helmich, Western Michigan University Homer Stryker MD School of Medicine
Jade Woodcock, Western Michigan University Homer Stryker MD School of Medicine

Purpose 
Undergraduate medical students often encounter challenges when transitioning from theoretical knowledge to practical application in the gross anatomy lab. Peer-teaching is integral in bridging this gap and is shown to be positively accepted by medical students. This study aims to incorporate peer-led cadaveric demonstrations into the gross anatomy lab via a dissection elective as a novel educational approach to facilitate a supportive learning environment, foster peer-to-peer knowledge transfer, and enhance students' preparedness.

Methods 
In a dissection elective course, students created peer-led videos demonstrating anatomy on cadavers and models. These instructional videos highlighted essential anatomical structures, relationships, and mnemonic devices relevant to the lab objectives. These videos were then incorporated into pre-laboratory modules and disseminated to 89 second-year medical students, asynchronously for lab preparation. To assess effectiveness, video engagement data were gathered through Sproutvideo, and student feedback was collected via post-lab surveys using Redcap.

Results 
In a study with 52 consenting students, 62% engaged with videos and 46% completed a survey. On average, students watched 85% of all videos (11/13), viewing 95% of each video's length. Although videos were accessible 5 days before the lab, most video viewings (87%) occurred on the day of the lab, with 13% the day before. Survey feedback showed high satisfaction: 70% used the videos for lab preparation and 96% plan to use videos for exam review. Of those who used the videos for lab preparation, 94% found them beneficial, 94% felt more confident in the lab, and 71% felt it improved engagement with peers during lab.

Conclusion 
Peer-led videos significantly enhanced medical students' lab preparedness and confidence, fostering better peer engagement and learning experiences. Utilizing a dissection elective to incorporate peer-led teaching can be beneficial to medical students.