There is growing demand from accrediting agencies for improved basic science integration into fourth‐year medical curricula and inculcation of medical students with teaching skills. The objective of this study was to determine the effectiveness of a fourth‐year medical school elective course focused on teaching gross anatomy on anatomical knowledge and teaching confidence. Fourth‐year medical student “teacher” participants' gross anatomy knowledge was assessed before and after the course. Students rated their overall perceived anatomy knowledge and teaching skills on a scale from 0 (worst) to 10 (best), and responded to specific knowledge and teaching confidence items using a similar scale. First‐year students were surveyed to evaluate the effectiveness of the fourth‐year student teaching on their learning. Thirty‐two students completed the course. The mean anatomy knowledge pretest score and posttest scores were 43.2 (±22.1) and 74.1 (±18.4), respectively (P < 0.001). The mean perceived anatomy knowledge ratings before and after the course were 6.19 (±1.84) and 7.84 (±1.30), respectively (P < 0.0001) and mean perceived teaching skills ratings before and after the course were 7.94 (±1.24) and 8.53 (±0.95), respectively (P = 0.002). Student feedback highlighted five themes which impacted fourth‐year teaching assistant effectiveness, including social/cognitive congruence and improved access to learning opportunities. Together these results suggest that integrating fourth‐year medical students in anatomy teaching increases their anatomical knowledge and improves measures of perceived confidence in both teaching and anatomy knowledge. The thematic analysis revealed that this initiative has positive benefits for first‐year students.

中文翻译：

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学与教的范围：四年制解剖课程对医学生知识和信心的影响。

认证机构对将基础科学更好地融入四年级医学课程以及向具有教学技能的医学生进行灌输的需求日益增长。这项研究的目的是确定四年制医学院选修课程的有效性，该课程侧重于讲授有关解剖学知识和教学信心的整体解剖学。在课程开始之前和之后，对四年级医学生“教师”参与者的总体解剖知识进行了评估。学生将他们的整体解剖学知识和教学技能的评分从0（最差）到10（最佳）进行评分，并使用相似的量表来回答特定的知识和教授的置信度项目。对一年级学生进行了调查，以评估四年级学生教学对他们学习的有效性。32名学生完成了该课程。解剖学知识的平均测验前测验分数和测验后分数分别为43.2（±22.1）和74.1（±18.4）（P  <0.001）。课程前后的平均感知解剖学知识等级分别为6.19（±1.84）和7.84（±1.30）（P  <0.0001），课程前后的平均感知教学技能等级为7.94（±1.24）和8.53（分别为±0.95）（P = 0.002）。学生的反馈突出显示了影响四年级助教效能的五个主题，包括社交/认知一致性和改善的学习机会获取途径。这些结果加在一起表明，将四年级医学生纳入解剖学教学可以增加他们的解剖学知识，并改善对教学和解剖学知识的自信心测量。专题分析表明，该举措对一年级学生有积极的好处。