Musculoskeletal anatomy knowledge in Australian chiropractors

Giuriato, Rosemary; Štrkalj, Goran; Prvan, Tania; Hulme, Anneliese; Pather, Nalini

doi:10.1002/ase.2117

Cited by 1 publication

(1 citation statement)

References 48 publications

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“…There is a large and expanding body of literature regarding the content of gross anatomy units, the decline in teaching time, the advantages and disadvantages of different methods of teaching and learning, new technological innovations in the field of gross anatomy education, and resource pressures on all of these things, when applied in the training of medical doctors (Regan de Bere & Mattick, 2010; Azer et al, 2013; Drake et al, 2014; Fillmore et al, 2015; Leveritt et al, 2016; McBride & Drake, 2018; McMenamin et al, 2018; Viana et al, 2019; Peeler, 2022). There is a smaller, but still growing literature, about these issues when dealing with the undergraduate training of other health‐based professionals, such as physiotherapists, nurses, dentists, and allied health professionals (Zimanyi et al, 2019; Carroll et al, 2022; Giuriato et al, 2022; Rutenberg et al, 2022; Veazey & Robertson, 2023). In contrast, there is little literature on dealing with decisions about content, teaching practices, and the use of technologies when teaching gross anatomy to undergraduate sport scientists and physical education teachers (Catena & Carbonneau, 2019; Viana et al, 2019; Rabattu et al, 2022) although some research (Chakraborty & Cooperstein, 2018; Green et al, 2018; Zimanyi et al, 2019; McDonald et al, 2021) deals with sport or exercise scientists doing a combined gross anatomy unit with other allied health professionals.…”

Section: Introductionmentioning

confidence: 99%

Constructive alignment: Teaching introductory gross anatomy to sport science students

Downie,

Burke

2023

Anatomical Sciences Ed

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The purpose of this descriptive article was to illustrate the process of using constructive alignment in redesigning an introductory gross anatomy unit that is taught specifically to sports science and physical education students at Victoria University. The unit was redesigned as an intensive learning unit in 2017 as part of a broader university‐wide process. The teaching team decided that the first stage of the constructive alignment process should be necessarily focused on an understanding of the career destinations of graduates from the courses. With this understanding, it became easier to work through the redesign of intended learning objectives, the shift from systemic to regional anatomy changes in content and learning support mechanisms, and alterations to assessment practices. A comparison of student pass rates for the unit from 2018 to 2023 with pass rates in the previous semester‐long version of the unit, suggests optimism about the changes that were made through the constructive alignment process. However, there were a number of other factors that may have contributed to this result, and more research is needed on the specific effectiveness of the changes made during the constructive alignment process before a confident conclusion about the success of the process can be made.

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