PURPOSE
In contemporary medical education, systems-based curriculum requires
students to learn high volumes of anatomy and physiology in a compact time
frame. Although medical school anatomy often exceeds the scope of pre-medical
coursework, engaging in instructional activities reinforces core concepts and
enhances long-term retention. Prior work suggests a correlation between a
strong anatomy foundation and increased standardized test performance,
highlighting its role in medical education. To that end, a pre-medical school
teaching assistant (TA) program is a novel approach to building a strong
foundational education in anatomy to support students across the
undergraduate and graduate continuum.
METHODS
We conducted a retrospective cohort study for anatomy TAs at the University
of Minnesota. In the program, TAs write protocols, conduct dissections, and
teach undergraduate students the principles of human anatomy. Utilizing a
Likert scale and qualitative free-text questions, past TAs were surveyed on
how their involvement in the human anatomy lab supported their undergraduate
and graduate medical educations.
RESULTS
A sample size of 25 TAs from 2009 to 2025 was contacted, 15 of whom
completed the survey. Respondents spent between 1 and 5+ years TAing, and
applied to medical school one to two times. In completion of the survey,
73.33% reported that their time teaching anatomy strongly supported, or is
supporting, their medical education. Qualitative responses highlighted themes
of having a strong foundation of anatomy for surgery rotations, leadership
during dissections, and increased confidence when collaborating with small
groups in school.
CONCLUSION
In utilizing a pre-med anatomy teaching assistant program, we show that
medical students are better equipped for anatomy in medical school by
solidifying their foundational anatomy knowledge through pedagogical methods.
Such programs also support students’ confidence and communication skills in
the lab.