Shead D.A.1
1The University of the Witwatersrand, Physiotherapy, Johannesburg, South Africa
Background: Anatomy education is included in undergraduate, physiotherapy training as a foundation for clinical practice. A dearth of information exists on how this subject is being taught at South African Universities. This needs to be addressed.
Purpose: The purpose of this study was to establish how gross anatomy is being taught to undergraduate physiotherapy students in South Africa.
Methods: A cross-sectional study was undertaken using purposive, expert sampling of the nine 2016 gross anatomy course co-ordinators for undergraduate physiotherapy students at eight South African Health Science Faculties.A self-administered questionnaire consisting of forty-two questions was created and entered into the Research Electronic Data Capture (REDCap) survey tool database after content validation. The survey was emailed to study participants who had six weeks to respond. Three reminders were sent out at regular intervals. Descriptive data analyses were used to analyse the data.
Results: Seven co-ordinators (77.8%) responded to the study invitation. The average length of time for direct anatomy teaching was 14.93 (SD7.71) weeks per semester but varied widely between institutions (minimum: 6.5 weeks and maximum: 28 weeks). From the available data calculable hours per year were 308 (n=1,14.3%), 196 (n=1,14.3%), 180-182 (n=2, 28.6%) and 100 (n=1,14.3%). Teaching staff numbers ranged from 6-10 individuals (n=3,42.9%) to 11-15 individuals (n=2,28.6%), or 1-5 individuals (n=2,28.6%). Staff qualifications were PhD (n=5,71.4%), Masters (n=6,85.7%), Honours (n=4,57.1%) and Bachelors (n=2,28.6%). There were no two surveyed Health Science faculties that had exactly the same staff compliment. Only six of the respondents submitted data on average staff experience. This was reported as five years (n=3,42.9%) or >11 years (n=3,42.9%). Reported staff to student ratios fell into three groups ranging from 1:3-1:8 (n=3,42.9%), 1:30-1:39 (n=3,42.9%) and 1:91 (n=1.14.3%). Hours per week of didactic lecturing were 1-2 hours (n=1,14.3%), 3-4 hours (n=3,42.9%), 5-6 hours (n=1,14.3%) and >6 hours (n=2,28.6%). Hours per week of supervised laboratory attendance were 1-2 hours (n=2,28.6%), 3-4 hours (n=3,42.9%) and 5-6 hours (n=2,28.6%). Multi-modal laboratory pedagogies included dissection (n=5,71.4%), prosection (n=5,71.4%), use of plastinated models (n=5,74.1%) and computer-based learning (n=3, 42.9%). Living anatomy was widely used (n=6,85.7%). Ancillary learning modalities included case-based learning (n=3,42.9%), peer-group teaching (n=3,42.9%), vertical integration (n=2,28.6%) and inter-professional learning (n=2,28.6%). Examinations utilised multiple-choice questions, timed spot tests, and viva-voce in all programmes (n=7,100.0%), short questions (n=6, 85.7%) and long essay questions (n=1,14.3%). Students evaluated teaching performance (n=6, 85.7%). Only one programme was under review (n=1, 14.3%).
Conclusion(s): This study highlighted differences and parity in gross anatomy education for South African physiotherapy students. It established a record of content of anatomy programmes nationally and identified problem areas. In future these data could be compared to similar international data to evaluate South African gross anatomy programmes for this student population further.
Implications: This study contributes to the body of knowledge relating to the teaching of gross anatomy to undergraduate physiotherapy students in South Africa. It can be seen from these data that specific guidelines are needed for the development of a unified country specific gross anatomy programme for physiotherapy students.
Funding acknowledgements: The South African Physiotherapy Society Research Foundation for researcher bursary.
Topic: Education: methods of teaching & learning
Ethics approval: University of the Witwatersrand Human Ethics Committee.
The Anatomical Society of Southern Africa.
All authors, affiliations and abstracts have been published as submitted.
