Purpose Medical schools aim to develop students' ability to communicate disciplinary knowledge effectively, a core competency for clinical practice. Although interpersonal and communication skills (ISC) are recognized as essential, their assessment remains limited in pre-clerkship undergraduate medical education (UME). Foundational science courses, including anatomy, are traditionally assessed through written examinations and laboratory practicals, creating opportunities to incorporate competency-based assessment. This study evaluated a practical approach to embedding ISC assessment within pre-clerkship anatomy laboratories. Methods During anatomy laboratories, students rotated through ten stations in small groups. At each station, one student was randomly selected to deliver a one-minute "chirp," a brief peer-directed presentation aligned with the learning objectives. Facilitators evaluated each chirp using a 5-point Likert scale focused on nonverbal communication and time management. End-of-course surveys were completed by facilitators and students. Results All facilitators reported chirping was somewhat to substantially effective in improving student preparedness, with 50% rating students significantly to substantially more prepared. The activity also enabled early identification of learners needing additional support in the ISC domain. Among students, 55% agreed chirping improved preparedness, although 74% felt it was not the best use of limited laboratory time. Conclusion Embedding brief, peer-directed "chirp" presentations into anatomy laboratories provides a practical approach to assessing and reinforcing ISC within pre-clerkship UME. Although student concerns about time highlight opportunities for refinement, this low-resource intervention demonstrates the feasibility of integrating competency-based communication assessment into foundational science education and may serve as a scalable model for other pre-clerkship courses.