A case study of the teaching assistant system for the dissection course at the University of Yamanashi

Abstract

The curricula for Japanese medical schools are being dramatically reformed. Under these conditions, the number of hours allocated to the anatomical dissection course has decreased in the last decade. In the current environment of understaffing, we face a conflict between good educational practice and superior research performance at the University of Yamanashi. To address this problem and to cultivate research-oriented thinking and the teaching ability of medical students, we introduced a novel teaching system in which senior students (3rd to 6th years) serve as teaching assistants (TAs) in the dissection course. In this trial, we undertook the following procedures.
1) We performed two surveys of 2nd-year students and TAs to evaluate the performance of the system during the middle and late phases of the laboratory course.
2) By referring to the results of the first survey, we simultaneously improved the system.
3) Research topics related to anatomy were assigned to the TAs.
4) Overall, this system was viewed favorably by both the second-year students and the TAs, although the consistent participation of TAs throughout the term remains to be addressed. By taking these issues and evaluations into account, we will improve the system and propose it as a new elective educational style for Japanese medical schools.