Purpose
Graduate-level gross anatomy is often taught with an emphasis on content volume, but not always with attention to faculty preparedness or the creation of a psychologically safe learning environment. At Rutgers, we redesigned our 13-week graduate gross anatomy course to support a diverse cohort of learners—many returning to academia or balancing full-time work. This abstract outlines the redesign and its effects on student outcomes and faculty-student dynamics.

Methods
In response to years of student feedback and inconsistent performance, the course was restructured to emphasize active, team-based learning. Major changes included cumulative progress quizzes (spaced repetition), team-based learning (TBL), group exams, flipped lab-first scheduling, and enhanced faculty-student communication. Faculty and TAs were supported in fostering encouragement, humor, and transparency. All 88 students completed course evaluations in year one; 80 of 114 did so in year two. Responses included Likert-scale items and open-ended comments analyzed using AI-assisted thematic analysis (Moos framework) to assess learning environment quality.

Results
Curricular and mentoring changes significantly improved engagement and performance. Students highlighted the integration of lab, lecture, and group activities, citing improved retention, reduced isolation, and greater confidence. Likert scores were ≥4.7 across domains. Thematic analysis revealed curriculum structure, communication, and mentorship as key to creating a safe and inclusive environment. The course director and lead TA were frequently recognized for fostering accessibility and support.

Conclusion
A thoughtful, collaborative redesign—centered on active learning and faculty engagement—transformed the course into a model for psychologically safe, educationally effective environments. Faculty leadership is central to creating learning climates that support both individual growth and institutional progress.