Outcomes of the gross and developmental anatomy teaching assistant experience

During the first‐year Gross and Developmental Anatomy Course at Mayo Medical School, third‐year medical students volunteer as teaching assistants (TAs). Their responsibilities include preparing for dissection, instructing students during dissection, writing examination questions, and giving a lecture. To evaluate the academic and professional impact of this experience on former TAs, a survey instrument was developed, and was sent to former TAs from the past 17 years. Seventy‐two percent of the surveys were returned. Most respondents (84%) indicated that the TA experience was beneficial during their third‐year surgical rotation. Over 60% identified benefits during Neurology, Obstetrics and Gynecology, and Internal Medicine rotations. The majority (62%) indicated they regularly use the knowledge gained from the TA experience. Communication was the most highly ranked area of skill development, with 86% of respondents indicating gains in lecture effectiveness and 97% in one‐on‐one teaching. Among respondents, 32% entered surgical or radiological fields, roughly paralleling the non‐TA medical student population. All respondents indicated that they would repeat the experience and recommend it to other medical students. Although benefits for long‐term career development have not yet been established, the Gross and Developmental Anatomy TA experience had perceived short‐term benefits with respect to clinical rotations and teaching skill development. Clin. Anat. 16:526–530, 2003. © 2003 Wiley‐Liss, Inc.