This study aimed to describe the course content and methods of teaching employed to teach anatomy to students in Australian undergraduate physiotherapy courses, and explored the impacts of the COVID-19 pandemic on anatomy teaching.
A cross-sectional survey, using a purpose-developed online questionnaire (71 items informed by two published surveys on anatomy education) with open and closed questions was produced using Qualtrics online survey software. Surveys were sent to the Lead Anatomist at all 17 Australian universities offering undergraduate physiotherapy courses. All questions referred to data from the 2022 academic year, except for the “Response to COVID-19” section, which incorporated all years impacted by the pandemic (2020-2023). Responses were analysed using descriptive statistics and quantitative thematic analysis.
Ethical approval was obtained from the Australian Catholic University HREC (Ethics register number: 2022-2825E)
Eleven universities (11/17, 64.7%) responded to the survey. Anatomy class time averaged 5.4 hours/student/week. Staff to student ratios varied (1:12 to 1:26). Nine universities used a regional anatomy approach to covering the curriculum the other two used a body-systems approach. Eight universities utilised a blended learning approach (with 50% online components being most common) to delivering content; four described using a face-to-face approach and none used a completely online approach. Lectures were commonly presented online pre-recorded (8/11), online live (7/11) and face-to-face (6/11). Practical teaching sessions commonly used plastic anatomical models (10/11), prosected specimens (9/11), plastinated specimens (7/11) and digital programs/technology (7/11). More than a third of respondents reported using 3D-printed anatomical models. Favoured methods for teaching practicals during COVID-19 restrictions (9 respondents available) included: online question and answer sessions (7/9), anatomy atlases (5/9) and online live demonstrations with anatomical models (4/9). Most (7/9) delivered lectures live online during COVID-19 restrictions. Assessments during this period included unmonitored (5/9) and monitored (4/9) online closed book assessment, and written assessment (3/9).
Our findings highlight considerable variation in curriculum and teaching methods across Australian undergraduate physiotherapy anatomy courses. All courses shifted online in responses to the pandemic. We had believed cadaver training would remain the predominant pedagogy for undergraduate physiotherapy teaching, however, our results demonstrated use of other resources and new “technologies”, with nearly the equivalent time given to these as to cadaver training. How these changes have impacted anatomy educational goals and outcomes should be investigated further.
- Anatomy education for undergraduate physiotherapy students in Australia uses both cadaveric specimens and a mixture of other resources including new “technologies”.
- The impact of rapid changes in anatomy pedagogy, some of which may have been prompted by the COVID-19 pandemic, on students’ learning outcomes requires further evaluation and research.
Pedagogy
Education
