The Anatomy Mentor Program: a reflection of student‐directed learning

In 2009, the University of Kentucky Anatomy department initiated the Anatomy Mentor Program to assist first‐year medical students in the transition to a rigorous medical professional curriculum. This program assigned one to two second‐year medical students to a small group (~6) of first‐year medical students for a series of group activities throughout the gross‐anatomy block of the first‐year curriculum. The anatomy mentors frequently met with their groups to discuss methods for study, distribute and provide insight related to practice quizzes, and facilitate in‐depth discussions of this material. In 2010, the Anatomy Mentor Program expanded to include three team‐based learning (TBL) sessions regarding difficult anatomical concepts: brachial plexus, pelvis/perineum, and cranial nerves. The TBL sessions included the classic individual readiness assessment test (iRAT), group readiness assessment test (gRAT), and clinical application components (Michaelson, 2002). Here, the development and organization of the Anatomy Mentor Program is discussed, and student feedback is presented to outline the strengths and weaknesses of the student‐directed learning (TBL) sessions. Preliminary data suggest that students felt the TBL component of the Anatomy Mentor Program benefited their understanding of anatomy and its clinical relevance, and it assisted them in assessing their individual mastery of the anatomy content prior to formal examination.