Teaching is Universal: The Importance of Pedagogical Training for Anatomy TAs

Teaching assistants (TAs) are a widely and consistently used resource throughout anatomy education. Regardless of class size, student population, or course organization, the educational support of TAs allows course directors to provide their students with a more meaningful, personalized learning experience. However, due to limited time, energy, or resources, course directors are often hesitant or unable to provide their TAs with pedagogical training, especially when they will support the course for a limited time. Instead, TAs are often selected based on their previous performance in the course and expected to teach with little to no pedagogical training. This is a missed opportunity and a disservice to both the TAs and the students enrolled in the course. Pedagogically-trained TAs can teach their near-peers more effectively and require less direct supervision, thereby improving the quality of education the students receive and reducing the burden on the course director. Furthermore, pedagogical training is universally advantageous for the TAs and can be applied towards a plethora of future careers beyond the classroom. In a clinical setting, pedagogical skills can be used to train junior colleagues in clinical techniques and improve communication during clinician-patient interactions. Similarly, in a research setting, these skills can aid in project management, presentation of complex scientific material, and mentorship of research students and staff. Ultimately, pedagogical training further enriches the TA experience with a variety of transferable skills and can be mutually beneficial for the TA, the enrolled students, and the course director.