a reduction in the number of peerteacher applicants for the dissection course was observed. This study examined factors related to the attractiveness of a position as a peer-teacher for Generation Z students.Participants of the gross anatomy course were asked to evaluate factors influencing the attractiveness of a peer-teacher position using a six-point Likert scale. Additionally, openended questions were analyzed qualitatively. Sex-specific subgroup analysis was performed comparing students of a low and high motivation to apply for a tutorship. Of the 374 students who participated in this study (response rate 53%), 38% stated that they were intending to apply as peer-teachers. Data indicated that students displayed intrinsic motivation to apply for a tutorship because of the opportunity to improve their anatomy knowledge and/or their pleasure in teaching. By contrast, extrinsic factors like remuneration of the tutorship and its relevance for their curriculum vitae were least important. Anatomy educators underestimated the demotivating factor of workload associated with the tutorship and encouraged students less frequently to apply than peer-teachers. Only minor sex-specific differences could be identified. Nevertheless, female students were encouraged less frequently to apply than their male peers. In summary, Generation Z students apply as peer-teachers because they are enthusiastic about the task. To motivate students to commit to extracurricular activities like a tutorship, anatomy educators should actively encourage students -particularly femalesmore frequently to apply.

The COVID‐19 pandemic required adjustments and limitations in university teaching, thereby challenging teaching concepts in anatomy requiring in‐person contact, including the gross anatomy course. Therefore, the present study investigates the impact of COVID‐19‐associated adjustments on students' perception of the gross anatomy course's importance and quality, students' preferred learning setting and outcome, and their motivation to involve themselves in academic activities, including becoming a future peer‐teacher of the course. Using paper‐based questionnaires in Ulm, Germany, 397 (response rate: 82.3%) students of the winter term of 2020/2021 were surveyed using quantitative and qualitative items, which were compared with cohorts prior to the pandemic. Students reported a higher global rating on course quality during COVID‐19 (pre‐COVID‐19: 5.3 ± 0.9, during‐COVID‐19: 5.6 ± 0.7, p < 0.001; 1 = very bad, 6 = very good). Students' perceived importance of the gross anatomy course showed a small but significant increase (pre‐COVID‐19: 4.2 ± 0.6, during‐COVID‐19: 4.3 ± 0.6, p < 0.001; 1 = strongly disagree, 6 = strongly agree). Students' motivation to apply as a peer‐teacher remained stable, nevertheless, they reported less interest in transferring their knowledge to junior students. Finally, students reported that they spent significantly more learning time alone and their examination grades remained unchanged during the pandemic. Astonishingly, despite radical changes of the teaching environment due to COVID‐19, students appreciate the offered teaching and highly valued the gross anatomy course.