Purpose
Post-COVID-19, medical students in our M1 Anatomical Foundations of Clinical Practice (AFCP) course increasingly request faculty guidance or intervention in managing intra-dissection team conflict. Previous studies proposed team charters to mitigate conflict and promote effective teamwork, which Feuer and Wolfe (2023) describe as a team-created document that “defines the team’s mutual expectations and norms for collaboration.” This study will analyze dissection team peer evaluations to understand team dynamics and specific conflicts, serving as a needs assessment for designing a modern, post-COVID-19 team charter.

Methods
AFCP peer evaluation is a mandatory semester one assignment completed twice. Students (N=130) anonymously submit online evaluations via OASIS, describing each team member’s (n=5) most valuable contribution, and something they could do to more effectively help their team. Statements will be exported to Excel, de-identified, de-grouped, and randomized by the Course Director, and analyzed qualitatively with descriptive, open-coding within NVivo to determine which behaviors students identify as favorable and unfavorable during dissection teamwork. Codes will be sorted by frequency to highlight behaviors contributing to dissection team dynamics.

Results
Statements (n=1560) from 130 students were collected during 2024-25 and reviewed for completeness. Data analysis will be completed in Winter 2025. Researching an active course contributes to authentic findings because all students are represented and reflect on a real, long-term team experience; however, analyzing de-identified course data precludes interaction with specific participants if needed.

Conclusions
Results will guide a data-driven team charter assignment for 2025-26 to enhance dissection team dynamics by stimulating discussion of behaviors and unanticipated laboratory issues. Future research will examine outcomes on team dynamics. Peer evaluation analysis and tailored team charters could apply to other health professions education teams. Generation Z students spend less time interacting in person compared to previous generations and team charters may support teamwork skills development post-COVID-19.