Anatomy teaching assistants: Facilitating teaching skills for medical students through apprenticeship and mentoring

Figures & data

Table 1.  ACGME aligned TA objectives

ACGME compentency	TA objectives
Demonstration of professional and ethical behavior	• TAs are evaluated by students and faculty. • TAs are expected to uphold professional values when interacting with students and faculty. • TAs need to understand the responsibilities and honor their positions as part of the faculty team. • TAs are involved in assessing student projects/presentations, creating test questions and assisting students in their learning process.
Effective interpersonal and communication skills	• TAs present briefing sessions, provide feedback to students and faculty. • Learn how to assess difficult situations, identify students who need additional tutoring. • Provide written and oral communications to students – provide instructions for lab work (daily dissector).
Understanding of application of basic science knowledge to patient care	• Direct students on clinical assignments and bedside presentations. • Facilitate clinical embryology discussions. • Provide commentary during briefing sessions relating to their experience in the clinics.
Display of effective teamsmanship and leadership	• Work within the teaching team with faculty and other TAs. • Participate in shared research projects • Rotate leadership amongst TAs responsibility for specific course segments. • Preparing prosections and leading students through dissection. • Direct Radiology laboratory exercises. • Mentoring students and providing support during a challenging course • Relating to students during the block from their own experience and also reinforcing the importance of basic science application to patient care.
Demonstration of lifelong learning and self awareness	• Reviewing own understanding of anatomy – learning through teaching. Learning anatomy from a different perspective guided by teaching objectives. • Input on research projects and conference presentation and publication. • Recognize one's own conflict-resolution styles and vulnerabilities, Reflects on personal performance, identifies errors and areas of weakness, seeks help or advice, and takes steps toward improvement.

Table 2.  Key references for current medical education concepts and practices

Resource title	Educational theme	Key learning point
Medical students as teachers: How preclinical teaching opportunities can create an early awareness of the role of physician as teacher (Amorosa et al. 2011).	Residents and clinicians in teaching roles and the importance of maximizing opportunities to develop teaching skills.	• Understanding how to connect the role of being a teacher with that of being a physician.
Twelve tips for teaching reflection at all levels of medical education. (Aronson 2011).	Review of different educational approaches and goals related to teaching reflection.	• Awareness of diverse learning environment and the relationships that occur within the teaching and learning spectrum and the value of effective use of reflection as a learning tool.
Dimensions and psychology of peer teaching in medical education. (Ten Cate & Durning, 2007).	Rationale behind the use of peer teaching medical education.	• Understanding the role of the near-peer teacher within the peer teaching framework.
Medical students-as-teachers: A systematic review of peer-assisted teaching during medical school. (Yu et al. 2011). Additionally, Peer-teaching: an effective learning experience? (Correa et al. 2009) and Peer instruction: Ten years of experience and results (Crouch & Mazur 2001).	These three papers summarize and critically analyze peer-teaching effectiveness and its impact on learning outcomes for medical students.	• Understanding how to process information during teaching preparation and delivery of information.
Twelve tips for preparing residents as teachers. (Mann et al. 2007)	Formulating medical education electives for residents seeking opportunities to teach.	• Appreciating the importance of continuing medical educational interests in clinical years.
The development of medical teachers: An enquiry into the learning histories of 10 experienced medical teachers. (MacDougall & Drummond 2005).	Exploration of different ways in which doctors have learned to teach and train.	• Understanding teacher development and reflecting on personal accounts of apprentice learning from experienced clinical teachers.
The new face of gross anatomy. (Reidenberg & Laitman 2002).	Perspective on current trends in anatomy education with integration of core knowledge and value of integrated teaching and learning.	• Understanding the role of TAs in an integrated curriculum.
Restructuring a basic science course for core competencies: An example from anatomy teaching. (Gregory et al. 2009).	Review of the ACGME core competencies and their application for anatomy education.	• Understanding how ACGME competencies may be incorporated into the medical curriculum.
The anatomy of anatomy: A review for its modernization. (Sugand et al. 2010).	Review of new trends in anatomy teaching.	• Maintaining balance between general practice and current trends in anatomy education
Demystifying the Millennial student: A reassessment in measures of character and engagement in professional education. (DiLullo et al. 2011.	Perspective on current generation of students and their learning styles within the current environment.	• Understanding how current generation of students think, work and assimilate information.
A practical guide for medical teachers. (Dent & Harden 2009).	Aims primarily at providing health care/medical educators perspective on understanding the contemporary educational principles and learning environment.	• Understanding how theoretical aspects of medical education and practical delivery of teaching are connected.

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Sugand K, Abrahams P, Khurana A. The anatomy of anatomy: A review for its modernization. Anat Sci Educ 2010; 3: 83–93

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Dent JA, Harden RM. A practical guide for medical teachers3rd. Elsevier Churchill Livingstone, Edinburgh, UK 2009

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