The anatomical basis of clinical practice: an anatomy learning programme. Evaluative criteria for accreditation of education programs for the preparation of physical therapists. 2017.Ĭommission on Accreditation in Physical Therapy Education. National study of excellence and innovation in physical therapist education: part 2-a call to reform. Jensen GM, Hack LM, Nordstrom T, Physical JG. , 'inlanguage': 'en', 'copyrightholder': 'american.

Jensen GM, Hack LM, Nordstrom T, Gwyer J, Mostrom E. The effectiveness of self-assessment on the identification of learner needs, learner activity, and impact on clinical practice: BEME Guide no. 2018 31(1):122–33.Ĭolthart I, Bagnall G, Evans A, Allbutt H, Haig A, Illing J, et al.

A meta-analysis of anatomy laboratory pedagogies. Wilson AB, Miller CH, Klein BA, Taylor MA, Goodwin M, Boyle EK, et al. These results offer guidance for anatomy instructors at other institutions to make an informed decision on what anatomical content to focus on in their anatomy courses in order to increase time dedicated toward mastery of essential core anatomical knowledge for physical therapist practice. Of the 46 learning objectives presented, 10 were most frequently rated essential, 20 as useful but not essential, and 16 as not necessary. Respondents represented a diversity in years of experience, highest physical therapist degree earned, specialty training, and setting of physical therapist practice. One hundred forty-seven respondents completed the survey (36% response rate). Consensus for learning objectives was determined using Lawshe’s content validity method. Faculty ( n = 28), recent graduates ( n = 134), and clinical instructors ( n = 247) of a doctor of physical therapy program were invited to respond to a survey focused on rating the essential nature of 46 learning objectives. This study was designed to determine what anatomical concepts are considered essential in physical therapist education in one doctor of physical therapy program. Although studies have determined essential anatomy content in many healthcare professions, no study has been undertaken in physical therapist education. When possible, the anatomy educator bases this decision on clinical experiences this is a more significant challenge for the non-clinician educator teaching in a health profession curriculum. The varying scopes of practice between healthcare professions require anatomy educators to determine what content is essential to cover in a finite time with learners. This information can aid in focusing preclinical learning to best prepare medical students for success in their undergraduate and graduate clinical experiences.Anatomical knowledge is the foundation of the educational curricula in most healthcare programs. This database provides detailed information regarding the most clinically relevant anatomical topics as identified by Pediatrics clinical educators. Further data analysis has identified the highest ranked anatomical topics in each body region for the Pediatrics clerkship/elective. The percentage of Pediatrics clinical educators that considered each anatomical region important to their specialty were (highest-to-lowest): Abdomen (100%), Head & Neck (98%), Lower Limb (96%), Thorax (96%), Pelvis & Perineum (94%), Upper Limb (93%), and Back (83%). ResultsĪt the time of abstract submission, data had been collected from 66 Pediatrics clinical educators at 20 medical schools. Second, the study examined the rank assigned to each anatomical topic using an ordinal scale from 1 (not important) to 4 (essential). The study first examined the percentage of Pediatrics clinical educators (clerkship/elective directors and attending physicians) that considered each anatomical region important to their specialty. MethodsĪn IRB-approved, online survey (Qualtrics, Seattle, WA) was used to assess the importance of 98 anatomical topics in seven body regions. To address this issue, a consortium of anatomists in the US and Canada is collecting data from clinical educators in Pediatrics clerkships and electives to identify the anatomy they consider essential. To prepare medical students for clinical training and practice, it is critical to understand the anatomical knowledge considered most important for different clinical specialties.

Essential anatomy