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Area of Science:

  • Medical Education
  • Anatomy Pedagogy
  • Professional Development

Background:

  • Empathy, reflection, and professionalism are crucial in anatomy dissection.
  • A need existed for structured end-of-anatomy course reflection.
  • This curriculum addresses the need for structured small-group reflection.

Purpose of the Study:

  • To develop and evaluate a peer-led, small-group reflection curriculum for anatomy students.
  • To assess the impact of structured reflection on student experience and professional growth.
  • To understand the facilitators' perspectives on leading reflection sessions.

Main Methods:

  • A 45-minute reflection session led by second-year peer facilitators for first-year anatomy students.
  • Included personal reflections, clinical observations, and appreciative inquiry.
  • Peer facilitators received training and post-session debriefing.

Main Results:

  • Most students found the reflection meaningful and beneficial for team relationships.
  • Peer facilitators valued giving back, personal growth, and peer teaching.
  • Common themes for facilitators included meaning-making and burnout counteraction.

Conclusions:

  • The peer-led anatomy reflection curriculum is well-received by students and facilitators.
  • The curriculum promotes personal and professional growth in medical students.
  • Peer-led reflection sessions can be effective after intensive medical school experiences.