Shead DA1, Roos R2, Olivier B2, Ihunwo AO3
1University of the Witwatersrand, Physiotherapy and Anatomical Sciences, Johannesburg, South Africa, 2University of the Witwatersrand, Physiotherapy, Johannesburg, South Africa, 3University of the Witwatersrand, Anatomical Sciences, Johannesburg, South Africa
Background: Anatomy education is essential for physiotherapy students´ preparation for safe clinical practice. Sparse and diverse information on the identified topic exists. A scoping review was necessary to map curricular designs and pedagogies already being used with regard to various anatomical outcomes for physiotherapy students.
Purpose: To determine gross anatomy curriculum and pedagogy for physiotherapy students by reviewing published and unpublished global literature and to document if variations in pedagogy and curricular design influence gross anatomy outcomes.
Methods: Paucity of information on the topic dictated that no limits were applied regarding language, duration of the database search and age of study participants. Included studies contained information on gross anatomy curricula or pedagogy for undergraduate physiotherapy students or information from qualified physiotherapists or those teaching gross anatomy to physiotherapy students. Relevant studies were sourced from the EBSCO host (CINAHL, ERIC and MEDLINE), PubMed and Scopus databases. Perusal of reference lists directed further retrievals. Studies published from inception up to March 2018 were included. Studies were identified and screened using a modified version of the PRISMA flow diagram. Methodology was aligned with that of the 2018 JBI guidelines for authors. Selected studies were charted according to a template drawn up in a published JBI scoping review protocol.
Results: A total of 1241 papers were sourced. Fifty-one studies satisfied the inclusion criteria. Eight study categories identified were: Curriculum, pedagogy and materials (n=14), computer-assisted learning (n=9), multimodal and blended learning (n=7), inter-professional education (n=7), peer teaching (n=5,), clinical input (n=4), ethical, professional and psychological matters (n=3) and team-based learning (n=2). Mean sample sizes varied from 216.9 (± 241.3) participants in the inter-professional category to 55.3 (±30.4) in ethical, professional and psychological matters. Overall 26 studies (51.0%) included physiotherapy students or personnel in physiotherapy anatomy programs exclusively in the sample. In remaining studies the main student disciplines with physiotherapy students were: medical students (n=11,45.8%), occupational therapy students (n=8,33.%). Various studies gave calculable length of intervention in weeks (n=14, 27.5%) or hours (n=6, 11.8%) or both (n=19, 37.3%). Vast majority 41 (80.4%) were cross-sectional studies of which three were RCT studies (5.9%). Key points raised were: value of teamwork and inter-professional collaboration; relevance of gross anatomy to physiotherapy; role of computer-assisted learning in anatomy education; improved anatomy examination scores in team-based learning; peer teaching benefits; value of practical clinical interventions and early clinical exposure; enhancement of professional behaviors and improved student attitudes to ethics and the dignity of human life.
Conclusion(s): This scoping review of literature revealed a multi-faceted topic with many types of interventions and outcomes recorded. It identified variations in pedagogies and curricular designs and their impact on gross anatomy education for this student body. The relevance of physiotherapy practitioners being involved in the teaching of anatomy to this student body needs to be further investigated.
Implications: Identifying effective gross anatomy curricula and pedagogy can lead to a more targeted delivery of necessary anatomical knowledge for physiotherapy students with beneficial outcomes for clinical practice.
Keywords: , Education, Physiotherapy, Anatomy
Funding acknowledgements: The South African Physiotherapy Society Research Foundation.
Purpose: To determine gross anatomy curriculum and pedagogy for physiotherapy students by reviewing published and unpublished global literature and to document if variations in pedagogy and curricular design influence gross anatomy outcomes.
Methods: Paucity of information on the topic dictated that no limits were applied regarding language, duration of the database search and age of study participants. Included studies contained information on gross anatomy curricula or pedagogy for undergraduate physiotherapy students or information from qualified physiotherapists or those teaching gross anatomy to physiotherapy students. Relevant studies were sourced from the EBSCO host (CINAHL, ERIC and MEDLINE), PubMed and Scopus databases. Perusal of reference lists directed further retrievals. Studies published from inception up to March 2018 were included. Studies were identified and screened using a modified version of the PRISMA flow diagram. Methodology was aligned with that of the 2018 JBI guidelines for authors. Selected studies were charted according to a template drawn up in a published JBI scoping review protocol.
Results: A total of 1241 papers were sourced. Fifty-one studies satisfied the inclusion criteria. Eight study categories identified were: Curriculum, pedagogy and materials (n=14), computer-assisted learning (n=9), multimodal and blended learning (n=7), inter-professional education (n=7), peer teaching (n=5,), clinical input (n=4), ethical, professional and psychological matters (n=3) and team-based learning (n=2). Mean sample sizes varied from 216.9 (± 241.3) participants in the inter-professional category to 55.3 (±30.4) in ethical, professional and psychological matters. Overall 26 studies (51.0%) included physiotherapy students or personnel in physiotherapy anatomy programs exclusively in the sample. In remaining studies the main student disciplines with physiotherapy students were: medical students (n=11,45.8%), occupational therapy students (n=8,33.%). Various studies gave calculable length of intervention in weeks (n=14, 27.5%) or hours (n=6, 11.8%) or both (n=19, 37.3%). Vast majority 41 (80.4%) were cross-sectional studies of which three were RCT studies (5.9%). Key points raised were: value of teamwork and inter-professional collaboration; relevance of gross anatomy to physiotherapy; role of computer-assisted learning in anatomy education; improved anatomy examination scores in team-based learning; peer teaching benefits; value of practical clinical interventions and early clinical exposure; enhancement of professional behaviors and improved student attitudes to ethics and the dignity of human life.
Conclusion(s): This scoping review of literature revealed a multi-faceted topic with many types of interventions and outcomes recorded. It identified variations in pedagogies and curricular designs and their impact on gross anatomy education for this student body. The relevance of physiotherapy practitioners being involved in the teaching of anatomy to this student body needs to be further investigated.
Implications: Identifying effective gross anatomy curricula and pedagogy can lead to a more targeted delivery of necessary anatomical knowledge for physiotherapy students with beneficial outcomes for clinical practice.
Keywords: , Education, Physiotherapy, Anatomy
Funding acknowledgements: The South African Physiotherapy Society Research Foundation.
Topic: Education: methods of teaching & learning; Education
Ethics approval required: Yes
Institution: University of the Witwatersrand
Ethics committee: Human Ethics Committee (non-medical)
Ethics number: H15/04/12.
All authors, affiliations and abstracts have been published as submitted.
