The Evolution of an Integrated Advanced Regional Anatomy Course in a Doctor of Physical Therapy Curriculum
Authors: Stevens Karen , Damaschke Jeffrey 
Published: June 2021

PURPOSE

To describe the evolution of an integrative, clinically based advanced regional anatomy course within the second year of a Doctor of Physical Therapy (DPT) program.

FOUNDATION

A model of vertical and horizontal integration, using clinically based approaches within a quarter during the second year of a DPT program, evolved over eighteen years with increased use of technology. Original methods of lectures, cadaver prosections, bony models and student presentations have evolved to include electronic examinations, diagnostic ultrasound and palpation laboratories, online sharing of surgical procedure assignments, and clinical case study and pathology discussions with cadaver prosections.

DESCRIPTION

One hundred second year DPT students participated in the newly modified 11 week course over a two year period. Clinical case study and pathology discussions with cadaver prosections, imaging lectures, and diagnostic ultrasound and palpation laboratory sessions were used. Weekly topics on body regions horizontally integrated snatomy with weekly regional topics in clinical medicine and clinical skills courses. For example, over two weeks students listened and discussed imaging of the cervical spine and shoulder girdle while handling and observing bony models, and discussed and observed variations of the brachial plexus, including a published case study, on cadaver prosections. Cervical spine and shoulder girdle structures were palpated in a lab prior to learning manual therapy skills in a clinical skills course. Students posted surgical procedure assignments about cervical disc replacement, nerve transfer for brachial plexus pathology, Bankart repair, and latissimus dorsi transfer concurrent with clinical medicine course lectures about medical approaches to cervical spine and shoulder girdle pathology. A diagnostic ultrasound laboratory session allowed students to observe anatomical structure while learning how to use the device, and a journal case study provided application of its use in physical therapy practice. Students were evaluated on their surgical procedure group assignment, competence in palpation, two electronic multiple choice and short answer examinations, and two cadaver‐based practical exams.

OBSERVATIONS

Student course evaluations were positive. One hundred percent of students agreed that course assignments had instructional value, cadaver prosections were an important learning tool, and that palpation labs were effective in improving their skills. Student comments included: “By being able to actually see the structures in the lab, I learned more (than) I would have (by) just looking in a book or powerpoint”; “ the case study discussions in the lab were beneficial and contributed significantly to my learning experience in this course”; ”I thought it was very informative and useful to get back into the lab be able to see the structures again and helped facilitate learning in other courses as well particularly CS5 with hand placement”. Faculty identified improved handling skills, confidence, and competence in the concurrent clinical skills course.

CONCLUSIONS

Enhanced use of technology, clinical case studies, and palpation in a second year anatomy course facilitated integration within a quarter of an entry level DPT program. Maximizing integration within the curriculum may improve application of content with clinical medicine and skills courses, improve manual psychomotor skills, and enhance problem solving skills.

Support or Funding Information

None.

This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.