Purpose and Background
Medical schools in the Caribbean cater to a diverse and often international student body, facing challenges such as high student-to-faculty ratios, compressed curricula, and limited educational resources. Teaching Assistants (TAs), often senior students or recent graduates, play a pivotal role in addressing these challenges. This study investigates the effectiveness of TAs in enhancing anatomy teaching and explores strategies for optimizing their contributions in resource-constrained settings.

Methods
A mixed-methods approach was employed, incorporating surveys of students, TAs, and faculty members, focus group discussions, and academic performance metrics from four Caribbean medical schools. Quantitative data assessed the impact of TA-led sessions on academic outcomes, while qualitative data provided insights into perceptions and experiences of both students and TAs.

Results
TAs significantly improved the learning experience by facilitating small-group teaching, guiding laboratory dissections, open laboratory sessions, and offering personalized academic support. Students reported increased engagement, comprehension, and confidence in anatomy, particularly in complex topics like neuroanatomy, embryology, and clinical correlations. Challenges included role ambiguity, lack of standardized training, and difficulties balancing academic and teaching responsibilities.

Conclusion
Teaching Assistants are integral to anatomy teaching in Caribbean medical schools, providing academic support and enriching the learning environment. Strategic integration of TAs, supported by training and mentorship, has the potential to transform anatomy education and serve as a model for medical schools worldwide.