Professionalism in the anatomy lab: incorporating communication skill development and assessment as part of the routine

Formal programs addressing professionalism are increasingly common in health professions curricula. Parallel implementation of the practice of professionalism throughout the traditional curriculum is essential to avoid marginalization of the concepts. The gross anatomy lab presents an excellent opportunity to explicitly emphasize the concepts and practice of professionalism while simultaneously reinforcing course content. In the gross anatomy course at the WSU College of Veterinary Medicine, we have introduced a communication skill exercise with feedback into each laboratory session. Students practice (nearly) extemporaneous speaking in a professional manner to a small group of peers. The presentations summarize material covered in lab that day, so the process reinforces learning as well. Students have at least seven opportunities per semester to give presentations. Students complete a self‐assessment each time they present, and peer assessments for every presentation they hear. Peer assessment feedback is relayed to students without identifying information. Data collected from three consecutive class cohorts indicates that students value the process as contributing to their professional development, that it helps keep them focused during labs, and that their speaking skills improve over the course of the semester. Data from peer‐assessments corroborates the general improvement in professional communication skills. The value of frequent self‐ and peer‐assessments as a key component of professionalism is clearly illustrated and, importantly, students are given regular opportunities to “practice what we preach.”