Musculoskeletal Anatomy Knowledge Retention in the Macquarie University Chiropractic Program: A Cross‐Sectional Study

Abstract

Attrition of anatomy knowledge has been an area of concern in health professions curricula. To ensure safe and effective clinical practice, the study of chiropractic requires a good knowledge of musculoskeletal anatomy. In this study, musculoskeletal limb knowledge retention was investigated among students in the 5‐year chiropractic program at Macquarie University, Australia. A test of 20 multiple‐choice questions, categorized into low‐order (LO) and high‐order (HO) cognitive ability according to Bloom’s Taxonomy, was developed. Students enrolled in the program were invited to participate with 257 of the 387 choosing to participate, (response rate ranging 56%–72% per year level). No attrition of knowledge across the years was observed, instead, a significant increase in knowledge, measured by total LO and HO scores (P < 0.0005), throughout the program. There were significant increases in both low and high cognitive scores which were not uniform, with high‐order scores increasing significantly in the last two year levels. The increase of knowledge, may be explained, at least partially, by the vertical and horizontal integrated curriculum. Retrieval of knowledge, especially in clinically applied formats, may have led to an enhanced ability to apply anatomy knowledge and account for the increased scores in the high‐order knowledge seen in the later clinical years. Evaluating anatomy knowledge retention at different cognitive levels seems to provide a better assessment and is worth considering in future anatomy educational research.

Influence of Faculty Organised Revision Sessions on Anatomy Assessment Results

“…It should be noted, however, that the faculty-organized revision sessions were only a part of the broader support program offered to this group of students. This program included various other activities including the organization of study groups, additional tutorials, regular formative assessments, and a wealth of online materials delivered through the Moodle based "iLearn" platform [6,7,8]. This multipronged approach has resulted in significantly better students' performance in the Introduction to Anatomy course, without compromising educational standards or any of the learning outcomes.…”

Musculoskeletal anatomy knowledge in Australian chiropractors

“…The survey incorporated an MSK knowledge assessment test deployed using Qualtrics Research Suite, version 2019 (Qualtrics ® , Provo, UT). The test instrument was designed to assess MSK limb anatomy knowledge and was developed and validated by Hulme et al (2020) using a chiropractic student population. The online multiple‐choice test was designed with specific application of Bloom's Taxonomy to measure two cognitive levels of testing for knowledge retention: cue recall and recognition (Arzi et al, 1986; Custers, 2010).…”

“…While retention of anatomy knowledge in chiropractic students has been investigated (Meyer et al, 2015; Hulme et al, 2020), it remains unclear whether retention and development of higher cognitive learning in anatomy observed in postgraduate chiropractic students are replicated in chiropractic clinicians. There is a paucity of literature exploring the retention of anatomical knowledge in allied health practitioners (Custers and Ten Cate, 2011) including chiropractors.…”

“…There is a paucity of literature exploring the retention of anatomical knowledge in allied health practitioners (Custers and Ten Cate, 2011) including chiropractors. Investigation of anatomy knowledge, particularly of the MSK system, may be used to infer competency in delivery of safe and effective chiropractic care (Hulme et al, 2020).…”

‘We need one more hour solely based on anatomy… Give us anatomy!’: Early-year learner perceptions of anatomy within an integrated & case-based learning osteopathy curriculum

“…Although greater anatomy contact hours may increase anatomy knowledge, the same could be said for each of the SBO subcomponents in the VU osteopathy course. Supporting this assertion is work in integrated curricula [25,26], where increases in knowledge were demonstrated throughout the 5 years of the program suggesting the curriculum structure itself may be influential. To ascertain the effect of the integrated curriculum on learner knowledge acquisition across this 4½ year course, further research would be required.…”