Opinions of South African physiotherapists on gross anatomy education for physiotherapy students

Abstract

Background Physiotherapists know the depth of gross anatomical knowledge required for safe and effective clinical practice. They can offer insightful opinions on inclusions for and teaching of an anatomy curriculum for physiotherapy students. Objectives The aim of this study was to gather opinions of physiotherapists as to what they perceive as necessary anatomy curricular content for undergraduate physiotherapy students and identify pedagogy that should be used. Method A qualitative methodology using a grounded theory approach incorporating semi-structured interviews was utilised in this study. Theoretical sampling was used to identify representative South African physiotherapists. An inductive process, using continuous manual analysis of data by two independent coders, was undertaken. Data were collapsed until themes were identified. Triangulation and other strategies for trustworthiness of data were instituted. Results Theoretical saturation was reached after five focus groups ( n = 32). Demographical information indicated physiotherapists of all age groups and both genders working in diversified clinical areas. Seven themes were identified and incorporated information from ‘structure’, ‘content’ and ‘pedagogy’ for anatomy programmes to the psychological impact of course aspects on a student’s psyche. Vertical integration of anatomy into later preclinical years, incorporation of physiotherapists to teach anatomy, a ‘physiotherapist personality’ and ‘anatomy know how’ for clinical practice were included. Conclusion Opinions of physiotherapists are important in identifying curricular and teaching considerations that can be incorporated into an anatomy programme designed for physiotherapy students. Clinical implications Targeted anatomy education for physiotherapy students can aid learning and retention of anatomical knowledge necessary for effective and safe clinical practice.

Instructional Approaches: Anatomy Education of Physical Therapists

“…Instructors seem to agree that no other teaching method can replace the cadaver experience (Agnihotri and Kalyan, 2013). Physical therapists in South Africa and Pakistan report appreciating the 3-dimensional, whole body approach of dissection and felt dissection was meaningful (Khan et al, 2015;Shead et al, 2019). Despite its benefits, over many years cadaver instructional methods have been diminishing due to lack of resources and availability, as well as a decrease in the perceived relevancy and time dedicated to anatomy curricula within medical programs (Cottam, 1999;McLachlan and Patten, 2006;Turney, 2007;Drake et al, 2009Drake et al, , 2014.…”

Importance of Anatomy Education on Electrotherapy Lectures in Physiotherapy and Rehabilitation Curricula: Student Perceptions of a Foundation University

“…Physiotherapists know the depth of gross anatomical knowledge required for safe treatment, and effective clinical practice [3,4]. Anatomy I and Anatomy II, which are the lectures of basic medical sciences, and Electrotherapy I-II lectures are compulsory lectures in the physiotherapy and rehabilitation curricula [5]. Anatomy, which is a prerequisite course for health programs, is a pathway to success in the other lectures of physiotherapy and rehabilitation program, also in lectures of other health sciences.…”

The opinions of physiotherapy students on online anatomy education during Covid-19 pandemic

“…Anatomy is a first year compulsory course with variable course hours in the curriculum (4-6 hours a week). [1][2][3] Hasan Kalyoncu University is one of a foundation universities in Turkey, in which physiotherapy students complete an anatomy course consisting of theoretical lectures at classroom and practical lectures in laboratory at their first year of education. Each semester consists of 14 weeks.…”