IJAR.2016.485

Type of Article:  Original Research

Volume 5; Issue 1 (February 2017)

Page No.: 3474-3479

DOI: https://dx.doi.org/10.16965/ijar.2016.485

ANATOMICAL KNOWLEDGE RETENTION IN PHYSIOTHERAPY STUDENTS: A PRELIMINARY ASSESSMENT

Manisha R. Dayal *1, John Owens 2, William Gibson 3, Goran Štrkalj 4.

*1 Lecturer, School of Science and Health, Western Sydney University, Australia.

2 Lecturer, School of Physiotherapy and Exercise Science, Curtin University, Australia.

3 Senior Lecturer, School of Physiotherapy, The University of Notre Dame, Australia.

4 Associate Professor, Department of Chiropractic, Macquarie University, Australia.

Address for Correspondence: Manisha R. Dayal, Anatomy Lecturer, School of Science & Health, Western Sydney University, Australia, 2751. E-Mail: M.Dayal@westernsydney.edu.au

ABSTRACT

Introduction:  Anatomical knowledge and understanding are key components of physiotherapy education and practice. Traditionally, anatomy has been taught as a foundation stream within the first year(s) of physiotherapy education. This curricular model is based on the assumption that further learning in subsequent years builds upon the knowledge gained in the early stages of the program. However, the retention rate in all basic sciences has often been called into question. In anatomy, several studies suggest that anatomy knowledge endures considerable attrition, highlighting the need for the evaluation of retention rates. This paper aimed at making a preliminary assessment of the knowledge and retention of anatomy among physiotherapy students.

Materials and Methods: We used a carpal bone identification test and assessed 129 first year and 113 fourth year physiotherapy students.

Results: 20% of the students managed to identify all bones while 47% were able to identify more than five bones. The best recognised bones were pisiform and scaphoid while the most difficult to identify were trapezium and trapezoid.

Conclusion: Overall, first year students performed better than their fourth year counterparts which suggested attrition of anatomical knowledge. Educational strategies based on revision, integration and clinical application of anatomy could contribute towards the decrease of attrition of anatomical knowledge.

KEY WORDS: Anatomy Education, Retention, Physiotherapy, Carpal Bones.

REFERENCES

  1. Chipchase LS, Galley P, Jull G, McMeeken JK, Refshauge K, Nayler M, Wright A. Looking back at 100 years of physiotherapy education in Australia,” Aust J Physiother 2006;52:3–7.
  2. McMeeken J. Physiotherapy education in Australia. Phys Ther Rev 2007;12:83–91.
  3. Custers EJ. Long-term retention of basic science knowledge: A review study. Adv Health Sci Educ 2010;15:109–128.
  4. Hall AS, Durward BR. Retention of anatomy knowledge by student radiographers. Radiography 2008;15:e22–e28.
  5. Jurjus RA, Lee J, Ahle S, Brown KM, Butera G, Goldman EF, Krapf JM. Anatomical knowledge retention in third‐year medical students prior to obstetrics and gynecology and surgery rotations. Anat Sci Educ 2014;7:461–468.
  6. Physiotherapy Board of Australia. Approved Programs of Study. Australian Health Practitioner Regulation Agency, Canberra, ACT, Australia. [http://www.physiotherapyboard.gov.au/Accreditation.aspx].
  7. Spielmann, PM, and Oliver CW. The carpal bones: A basic test of medical students’ and junior doctors’ knowledge of anatomy. Surgeon 2005;3: 257–259.
  8. Štrkalj G, Schroder T, Pather N, Solyali V. A preliminary assessment of the fifth-year chiropractic students’ knowledge of anatomy. J Altern Complement Med 2011;17:63–66.
  9. Valenza MC, Castro-Martín E, Valenza G, Guirao-Piñeiro M, De-la-Llave-Rincón AI, Fernández-de-las-Peñas C. Comparison of third-year medical and physical therapy students’ knowledge of anatomy using the carpal bone test. J Manipulative Physiol Ther 2012;35:121–126.
  10. Castillo-López JM, Díaz-Mancha JA, Heredia-Rizo AM, Lourdes María Fernández-Seguín, Polo-Padillo J, Domínguez-Maldonado G, Munuera PV. The tarsal bone test: A basic test of health sciences students’ knowledge of lower limb anatomy. BioMed Res Int 2014;Article ID 939163,6 pages.
  11. Meyer AJ, Armson A, C. D. Losco, Losco B, Walker BF. Factors influencing student performance on the carpal bone test as a preliminary evaluation of anatomical knowledge retention. Anat Sci Educ 2015;8:133–139.
  12. Prince KJAH, Scherpbier AJAA, Van Mameren H, Drukker J, Van der Vleuten CPM. Do students have sufficient knowledge of clinical anatomy? Med Educ 2005;39:326–332.
  13. Bergman EM, Prince KJAH, Drukker J, Van der Vleuten CPM, Scherpbier AJAA. How much anatomy is enough? Anat Sci Educ 2008;1:184–188.
  14. Pandey P, Zimitat C, Medical students’ learning of anatomy: Memorisation, understanding and visualization. Med Educ 2007;41:7–14.
  15. Logan JM, Thompson AJ, Marshak DW. Testing to enhance retention in human anatomy. Anat Sci Educ 2011;4:243–248.
  16. Louw G, Eizenberg N, Carmichael SW. The place of anatomy in medical education: AMEE Guide no 41. Med Teach 2009;31:373–386.
  17. Drake RL. A unique, innovative, and clinically oriented approach to anatomy education. Acad Med 2007;82:475–478.
  18. Goldman E, Schroth WS. Deconstructing integration: A framework for the rational application of integration as a guiding curricular strategy. Acad Med 2012;87:729–734.
  19. Sugand K, Abrahams P, Khurana A, The anatomy of anatomy: A review for its modernization. Anat Sci Educ 2010;3:83–93.
  20. Chan LK, Pawlina W (Editors). Teaching Anatomy: A Practical Guide. New York: Springer; 2015.
  21. Pereira JA, Pleguezuelos E, Merí A, Molina-Ros A, Molina-Tomás MC, Masdeu C. Effectiveness of using blended learning strategies for teaching and learning human anatomy. Med Educ 2007;41:189–195.

Cite this article: Manisha R. Dayal, John Owens, William Gibson, Goran Štrkalj. ANATOMICAL KNOWLEDGE RETENTION IN PHYSIOTHERAPY STUDENTS: A PRELIMINARY ASSESSMENT. Int J Anat Res 2017;5(1):3474-3479. DOI: 10.16965/ijar.2016.485