91 - “I’m Seeing Things Through a New Lens as an Educator Rather Than a Student”: Evaluating the Impact of Peer Education in Gross Anatomy

Poster Board Number: 91
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Abstract Body : Introduction and Objective:
Teaching is a key component of a physician’s role and identity, and students should be exposed to necessary skills and techniques throughout the duration of their medical education. Studies have shown a range of benefits of serving as peer educators (PEs) before assuming formal teaching roles including opportunities to address personal weaknesses, improve communication skills, and also to enhance their anatomy and clinical knowledge. The link between the gross anatomy lab and professionalism has only been explored since the early 2000s. Research indicates that the nature of the gross anatomy lab provides a safe environment for students to develop professional competencies necessary to becoming a physician. However, it is unclear how peer education in the gross anatomy laboratory influences medical students developing professional identities as educators. Therefore, this study examined how the professional identities of second-year medical students are shaped by serving as PEs in the gross anatomy laboratory.

Materials and Methods:
Second-year medical students that received a grade of honors are invited to serve as PEs who act as gross anatomy laboratory assistants and mentors to first-year students. PEs from the 2022 and 2025 cohorts were recruited to participate in this study. Participants were invited to record audio diary reflections each week they served as a PE highlighting how this role impacts how they view themselves as future physicians. Audio diary recordings were transcribed verbatim and analyzed using the framework method of thematic analysis which includes familiarization, code application, and interpretation.

Results:
A total of 11 PEs recorded 26 audio diaries (range of 1-6 recordings). The average audio diary length was 4 minutes (range of 0:52-13:13 minutes). Themes include Improvement of Interpersonal Skills, Learning Through Teaching, Role of a Near Peer as a Leader and Supporter, and Balancing Workload. Students stated that serving as a PE helped them reconnect with anatomy content that would help them in future courses and on their STEP 1 exam. Students recognized that in addition to reinforcing their didactic training, serving as PEs in the gross anatomy lab helped them develop skills such as collaboration and communication due to the expectation of their role to regularly interact with various students and donors. Over the course of laboratory sessions, students developed confidence and understanding regarding the extent to which physicians are educators to their future patients and residents.

Conclusion:
We found that students perceive peer education in the gross anatomy lab as beneficial to their future roles as a physician and provides students with an effective environment to practice key skills as educators.

Significance/Implications:
Serving as a PE is a critical activity for physicians in training to build fundamental skills as educators. Future directions include assessing the efficacy of peer education curriculum to achieve these skill-building goals.