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Thesenioranatomistsledmostofthetopographicalanatomyteaching,andinbetweentheirpresentationsanatomydemonstratorshelped
thestudentsfindtherelevantanatomy.ThedemonstratorsandIledpartsofsessionsandgavethepre-sessionformativespottests,
wherewewouldpointoutdifferentstructuresunderthecameraandthestudentswouldanswerbyturningpointpadsorgivewritten
answers.
Bothoftheseexperiencesconsiderablyimprovedmyconfidenceinaddressinglargergroups.Igavesmallgroupteachingsessionsto
secondyearstudents,whichrequiredlessonplanning,butthetopicandworkbookquestionswerepredetermined.Theanatomy
demonstratorsrantheundergraduatecoursesfromlearningtopicstodelivery,andinpostgraduatecoursesweusuallyranastationona
topicgiventousbythecourselead.Planningcoursestooktime,butindoingsoIgainedgoodexperienceinorganisationandtime
management.
Therewaslessplanningasananatomydemonstratorthanasaclinicalteachingfellowbecausemostsessionswereduplicatedforthe
differentgroupsofthesameyear.Learningtheanatomytakestimeandrequiresworkoutofhours,andtheanatomyteachingisrepetitive.
However,listeningtothesamethreelecturesononetopichasmeantIhaveabetterknowledgeofthematerial.
1. FurmedgeD,VermaA,IwataK,etal.Theriseoftheclinicalteachingfellowships.
BMJ Careers 2013.[Link](http://careers.bmj.com/careers/advice/view-article.html?
id=20014362).
2. ShakerH.Theanatomydemonstrator.BMJ Careers 2009.[Link]
(http://careers.bmj.com/careers/advice/view-article.html?id=20000138).
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