ABSTRACT Following institutional changes that reduced access to cadaveric dissection, Paris‐Saclay University developed a two‐year elective anatomy pathway serving as a longitudinal progression toward near‐peer tutoring (NPT). Designed as a complement to the core curriculum, the program preserves engagement with human dissection while promoting professional development under resource constraints. The fourth‐year tutoring phase represents the final stage of this pathway, with guided autonomy under structured faculty supervision. The objective of the study was to evaluate tutors' motivations, perceived gains in anatomical knowledge and teaching skills, and professional development during the NPT module. A cross‐sectional, mixed‐methods survey was administered to three consecutive cohorts (2020–2021, 2021–2022, 2022–2023). The questionnaire included multiple‐choice items, five‐point Likert scales, and open‐ended questions. Quantitative data were analyzed using descriptive statistics, χ 2 tests, Kruskal–Wallis tests, and Spearman correlations. Qualitative data underwent post hoc semantic grouping and reflexive thematic analysis. Among 40 eligible tutors, 34 completed the survey (85% response rate). Motivations included deepening anatomical knowledge (38%) and teaching others (35%). Perceived gains were high across all cohorts: increased anatomical proficiency (mean 4.6–4.7), motivation to teach (3.2–4.4), and reduced fear of surgical tools (3.7–4.4), with no significant intercohort differences. Strong correlations linked improved anatomy knowledge with motivation for anatomy ( ρ = 0.65) and teaching ( ρ = 0.52–0.64). Thematic analysis identified four benefit domains: anatomy proficiency, surgical/technical confidence, pedagogical skills, and ethical awareness. Negative feedback highlighted needs for better supervision and organization. The NPT module consolidates learning through teaching responsibility, and ethical engagement. Embedding NPT longitudinally offers a scalable strategy to sustain dissection‐based anatomy education under faculty constraints while fostering teaching confidence and professional identity.
Crézé et al. (Thu,) studied this question.