Nerves of Steel: Bolstering Student Confidence in Gross Anatomy Through a Peer-to-Peer Intervention

Increasing confidence and performance in gross anatomy is crucial in medical education. This study identified challenging anatomical topics in a gastrointestinal (GAS) course and applied a peer-to-peer intervention to improve student confidence and performance in these areas in the following endocrine/reproductive (END) course.

Thirty gross anatomical structures from a GAS mock practical were classified into six categories. As part of the mock practical, medical students rated their confidence in each answer using a scale of 1–5. Performance and confidence were compared across the six categories, revealing two areas with significantly lower scores. In the following END course, these areas were targeted through a 1-h peer-to-peer intervention.

Forty-two students participated in the GAS mock practical. Significantly lower performance was found in nerves and viscera categories. Students who attended the peer-to-peer intervention during the END course showed marked improvements in both areas on the END mock practical. Average performance for viscera increased from 31 to 68% (p < .001) and for nerves from 35 to 52% (p < .001). Average confidence for viscera increased from 2.22 to 3.32 (p < .001) and for nerves from 2.07 to 2.61 (p < .001).

These findings align with the expected benefits of peer-to-peer interventions. However, the difficulty students faced with viscera, more so than with vasculature, was unanticipated. This unexpected outcome underscores the nuanced nature of student learning in anatomy and the importance of targeted educational interventions. Future research should explore whether students consistently struggle with nerves and visceral structures across different organ systems.