Peer and Faculty Assessment of Nontraditional Discipline-Independent Skills in Gross Anatomy

  • Nirusha LachmanEmail author
  • Wojciech Pawlina


Quality improvement and patient safety remain at the forefront of healthcare delivery. Literature highlights the importance of nontechnical skills in health care and reinforces that improvement in their use requires practice and repetition. Studies in surgical environment show that nontechnical skills are linked to surgical skills (technical skills) especially when evaluated during intraoperative crisis management situations. As organizations continue to seek opportunities to build on these skills through formal training sessions medical educators share the responsibility by finding opportunities within medical curricula to promote early development of such nontraditional discipline-independent skills. In this chapter we provide insight into understanding nontraditional discipline-independent skills and how it relates to anatomy education. Nontraditional discipline-independent skills focus on team interaction, communication, leadership, and other aspects of professionalism. We highlight opportunities for integration of these skills within the anatomy curriculum and describe how to guide students through the Peer Evaluation Process, identify good work ethic in the laboratory and opportunities for assessment of cognitive and social skills. Ways by which these skills may be evaluated in a team-based learning environment and contribute to overall student performance are also discussed.


Medical Curriculum Leadership Skill Peer Assessment Anatomy Laboratory Team Interaction 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer International Publishing Switzerland 2015

Authors and Affiliations

  1. 1.Department of AnatomyMayo Clinic College of Medicine, Mayo ClinicRochesterUSA

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