Teaching Anatomy in Rehabilitation Sciences: Perceptions of Undergraduate Physical Therapy, Occupational Therapy and Sports Sciences Students of Ziauddin University, Pakistan

Abstract

Background: Anatomy education serves as a cornerstone in the curriculum of rehabilitation sciences, encompassing physical therapy, occupational therapy, and sports sciences. The complexity of teaching and understanding human anatomy necessitates diverse pedagogical approaches to effectively prepare students for clinical practice. Recent trends emphasize the integration of clinical relevance and practical experience into anatomy education, reflecting the evolving needs of healthcare education. Objective: This study aimed to explore the perceptions of undergraduate students from various rehabilitation science programs at Ziauddin University, Pakistan, regarding their anatomy education. It sought to identify the challenges faced by students, evaluate the effectiveness of current teaching methodologies, and assess the integration of theoretical knowledge with clinical practice. Methods: A descriptive cross-sectional study was conducted over six months, from January to June 2023, involving 120 students from the Doctor of Physical Therapy (DPT), Doctor of Occupational Therapy (DOT), and Bachelor of Physical Education Health and Sports Sciences (BPEHSS) programs. Participants were selected using purposive sampling. Data were collected through a structured questionnaire distributed via Google Forms, assessing demographics, satisfaction with anatomy lectures, exposure to practical sessions, and perceptions of the relevance of anatomy to clinical practice. The analysis utilized SPSS version 25, presenting results in frequencies and percentages. Results: Among the participants, 52.8% were aged 17-20, and 79.2% were female. The majority (83.2%) were in their preclinical years. A total of 66.4% expressed satisfaction with the duration of anatomy lectures, while practical sessions were attended by 52.8%. Challenges identified included the vast curriculum covered in a short time (79%), and a strong preference (83.2%) for physiotherapists trained as anatomists to teach anatomy. The relevance of anatomy to clinical performance was highly rated, with 63.9% recognizing its high relevance. Conclusion: The study highlights the need for anatomy education in rehabilitation sciences to adapt to the demands of clinical relevance and practical application. Incorporating trained physiotherapists as instructors and increasing the focus on practical sessions could enhance students' learning experiences and preparation for clinical practice.