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Non‐Graded Peer Teaching in the Gross Anatomy Lab: Student Participation and its Efficacy in Improving Performance on Written Examinations

Gross anatomy dissection laboratory is a clinically relevant, hands‐on learning opportunity for first year medical students, where active, peer‐based learning is able to flourish. To maximize the effectiveness of this process, for each weekly Gross Anatomy lab, each student in a lab group was assigned an “individual expert assignment” (IEA) on a specific topic that they were to prepare before lab and then present to their group during the lab session. In this study, we examined student participation in this non‐graded activity and whether preparing and presenting the IEA affected student performance on questions related to the IEA topic on written, summative examinations.