Call for Consistency: the Need to Establish Gross Anatomy Learning Objectives for the Entry-Level Physical Therapist

Carroll, Margaret D.; Tracy-Bee, Mary; McKenzie, Alison

doi:10.1007/s40670-021-01294-y

Cited by 8 publications

(27 citation statements)

References 20 publications

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“…More work will be needed to establish a broad consensus at a national level on an anatomy curriculum for physiotherapy and the proposed syllabus will be offered as a discussion document for the CSP. It is suggested that a national anatomy syllabus with a general consensus will need reviewing regularly, perhaps every 4-7 years alongside the CSP programme review (CSP, 2020), similar to the 5-to-8 year period recommended by Carroll et al (Carroll, Tracy-Bee, & McKenzie, 2021). Regular review will need to accommodate feedback from anatomy and physiotherapy teachers (Carroll, Tracy-Bee, & McKenzie, 2021)…”

Section: Discussionmentioning

confidence: 99%

“…It is suggested that a national anatomy syllabus with a general consensus will need reviewing regularly, perhaps every 4-7 years alongside the CSP programme review (CSP, 2020), similar to the 5-to-8 year period recommended by Carroll et al (Carroll, Tracy-Bee, & McKenzie, 2021). Regular review will need to accommodate feedback from anatomy and physiotherapy teachers (Carroll, Tracy-Bee, & McKenzie, 2021)…”

Section: Discussionmentioning

confidence: 99%

“…It is possible that non-clinically trained anatomists may find some of the Anat-LOs harder to interpret where there is signifi- the strict core anatomy syllabus with higher examination pass marks or teaching beyond the core anatomy syllabus with a lower examination pass marks (Moxham et al, 2020). Teachers should be allowed to inspire students with supra-core content reflecting their clinical (Carroll, Tracy-Bee, & McKenzie, 2021) or research interests. Appropriate textbooks will need to extend a little further than the Anat-LOs to encourage deep learning, and encourage curiosity, rather than encouraging rigid rote learning by students or "learning to order".…”

Section: Discussionmentioning

confidence: 99%

“…A two‐phased modified Delphi methodology was used to create a consensual anatomy syllabus using two panels of physiotherapists who teach anatomy: a Research‐Team‐Expert‐Panel (RTEP) made up of the four authors and a Teacher‐Expert‐Panel (TEP) of nine additional participants. It is important for Anat‐LOs for physiotherapy to be peer‐reviewed and vetted (Carroll, Tracy‐Bee, & McKenzie, 2021). The study utilized a modified Delphi methodology where participants reviewed an initial set of Anat‐LOs, in place of a pure Delphi type where participants start with blank statements (Moxham et al, 2014; Smith, Finn, Stewart, & McHanwell, 2016).…”

Section: Methodsmentioning

confidence: 99%

“…The RTEP compiled Anat-LOs for physiotherapy drawing from their own anatomy teaching experience. The RTEP also added the accompanying clinical rationales to the Anat-LOs to justify their inclusion, which typically included clinical situations/scenarios/cases that a newly qualified entry-level physiotherapist would encounter, and facilitate the sought after transfer of anatomy knowledge for basic physiotherapy training for all clinical specialties (Carroll, Tracy-Bee, & McKenzie, 2021). The Anat-LOs covered "Introductory Anatomical Concepts, Principles and Basic Histology" and seven anatomical regions/systems: Head & Neck, Thorax, Abdomen-Pelvis-Perineum, Upper Limb, Lower Limb, Spine and Neuroanatomy.…”

Section: Methodsmentioning

confidence: 99%

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A proposed anatomy syllabus for entry‐level physiotherapists in the United Kingdom: A modified Delphi methodology by physiotherapists who teach anatomy

et al. 2023

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The ever-increasing scope of physiotherapy practice is raising questions on what anatomical knowledge and skills ought to be taught within qualifying physiotherapy degree programmes in the United Kingdom (UK). The aim of the study was to create core anatomical knowledge and skills learning objectives to inform knowledge and skills for entry-level physiotherapists in the UK. A two phased modified Delphi methodology created a consensual anatomy curriculum. A Research-Team-Expert-Panel of four physiotherapists who teach anatomy proposed Anatomy Learning Objectives (Anat-LOs) and accompanying clinical rationales relevant for newly qualified entrylevel physiotherapists. A Teacher-Expert-Panel of nine physiotherapists who taught anatomy to physiotherapy students in the UK reviewed Anat-LOs in two consecutive Delphi Rounds, and rated and commented on each Anat-LO. After each Delphi Round, the Research-Team-Expert-Panel reviewed the ratings and comments from the Teacher-Expert-Panel and banked Anat-LOs that passed the 85% acceptance threshold. There were 182 banked Anat-LOs that spanned all eight areas: Introductory Concepts, Principles and Basic Histology; Head and Neck; Thorax; Abdomen, Pelvis and Perineum; Upper Limb; Lower Limb; Spine; and Neuroanatomy regions/ systems. The Anat-LOs develop both anatomical knowledge and key anatomical skills, such as palpation and conducting manual tests on model patients. A first ever core anatomy curriculum for entry-level physiotherapists has been created for entrylevel physiotherapists, typically Band-5 NHS physiotherapists, and takes an integrated learning approach. The anatomy curriculum brings clarity to students, teachers, clinical supervisors and future employers on the expected anatomical standards for entry-level physiotherapists.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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A proposed anatomy syllabus for entry‐level physiotherapists in the United Kingdom: A modified Delphi methodology by physiotherapists who teach anatomy

et al. 2023

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How do practicing physical therapists perceive anatomy education?

Rompolski

Fojas

Taylor

2023

Anatomical Sciences Ed

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The purpose of this investigation was to explore the perceptions of the sufficiency and relevancy of physical therapy anatomy education among early, mid, and late career physical therapists. A survey was distributed via email through clinical networks in the greater Mid‐Atlantic region, the American Physical Therapy Association Pennsylvania chapter (APTA‐PA), and the American Council of Academic Physical Therapy (ACAPT) Educational Research division. 194 physical therapists responded to the survey. The survey included questions regarding how anatomy was learned in physical therapy school and Likert scale questions investigating opinions of anatomy education. Frequencies were calculated to determine the methods of anatomy education and Likert scale responses. One‐way Analysis of Variance (ANOVA) was performed to compare the Likert scale responses from the groupings of survey participants. Respondents across all years of practice felt that their anatomy education was sufficient and relevant to their clinical practice and that schools dedicated enough time to teaching anatomy. Respondents who had a dissection component in their anatomy curriculum were more likely to view dissection as essential. Length of time in practice did not influence opinions on the sufficiency or relevancy of anatomy education. Dissection continues to be included in most physical therapy anatomy courses and perceived as essential for learning. Practicing physical therapists' anatomy education was viewed as sufficient and relevant with few recommendations for change. Perceptions of clinicians should be incorporated into curriculum design and reform and be gathered on an ongoing basis as more students from programs without anatomical donors graduate and enter clinical practice.

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Anatomic donor surgeries increase self‐efficacy in physical therapy education: Use of live versus recorded viewing

Friel

Shultz

2023

Anatomical Sciences Ed

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Anatomy serves as a foundational course in physical therapy education, but, due to its early placement in the curriculum, may have limited clinical application at that point of a student's education. Thus, augmenting a standard dissection course with surgical procedures can enhance the clinical relevance and knowledge of the anatomical structures involved in those surgeries. Doctor of Physical Therapy students viewed a variety of cadaveric orthopedic and cardiothoracic surgeries performed by a surgeon. Students unable to participate live viewed the recorded surgeries. Participants completed a 10‐point Likert scale survey, developed by the researchers, pre‐ and post‐viewing, on self‐efficacy of knowledge, patient intervention and communication. Data analysis revealed improved self‐efficacy of knowledge of the anatomy and the surgical procedures, confidence in treating patients undergoing those surgeries, and confidence communicating with surgeons, regardless of whether students viewed the surgeries live or recorded. Students participating in this experience expressed a clear value enhancement on their education. Programs should feel confident that this type of experience in the curriculum, whether live or recorded, will have a positive effect on student self‐efficacy as related to the relationships and pertinence of anatomical structures involved in the surgeries, the surgical procedures, treating patients having undergone those surgeries, and interprofessional communication.

show abstract

Call for Consistency: the Need to Establish Gross Anatomy Learning Objectives for the Entry-Level Physical Therapist

Cited by 8 publications

References 20 publications

A proposed anatomy syllabus for entry‐level physiotherapists in the United Kingdom: A modified Delphi methodology by physiotherapists who teach anatomy

A proposed anatomy syllabus for entry‐level physiotherapists in the United Kingdom: A modified Delphi methodology by physiotherapists who teach anatomy

How do practicing physical therapists perceive anatomy education?

Anatomic donor surgeries increase self‐efficacy in physical therapy education: Use of live versus recorded viewing

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