Shead Dorothy, Roos Ronel, Olivier Benita, Ihunwo Amadi O
Department of Physiotherapy, University of the Witwatersrand, Johannesburg, South Africa.
School of Anatomical Sciences, University of the Witwatersrand, Johannesburg, South Africa.
S Afr J Physiother. 2019 Jul 30;75(1):1318. doi: 10.4102/sajp.v75i1.1318. eCollection 2019.
Physiotherapists know the depth of gross anatomical knowledge required for safe and effective clinical practice. They can offer insightful opinions on inclusions for and teaching of an anatomy curriculum for physiotherapy students.
The aim of this study was to gather opinions of physiotherapists as to what they perceive as necessary anatomy curricular content for undergraduate physiotherapy students and identify pedagogy that should be used.
A qualitative methodology using a grounded theory approach incorporating semi-structured interviews was utilised in this study. Theoretical sampling was used to identify representative South African physiotherapists. An inductive process, using continuous manual analysis of data by two independent coders, was undertaken. Data were collapsed until themes were identified. Triangulation and other strategies for trustworthiness of data were instituted.
Theoretical saturation was reached after five focus groups ( = 32). Demographical information indicated physiotherapists of all age groups and both genders working in diversified clinical areas. Seven themes were identified and incorporated information from 'structure', 'content' and 'pedagogy' for anatomy programmes to the psychological impact of course aspects on a student's psyche. Vertical integration of anatomy into later preclinical years, incorporation of physiotherapists to teach anatomy, a 'physiotherapist personality' and 'anatomy know how' for clinical practice were included.
Opinions of physiotherapists are important in identifying curricular and teaching considerations that can be incorporated into an anatomy programme designed for physiotherapy students.
Targeted anatomy education for physiotherapy students can aid learning and retention of anatomical knowledge necessary for effective and safe clinical practice.
物理治疗师深知安全有效的临床实践所需的大体解剖学知识深度。他们能够就物理治疗专业学生解剖学课程的内容设置及教学提出深刻见解。
本研究旨在收集物理治疗师对于他们认为本科物理治疗专业学生必需的解剖学课程内容的看法，并确定应采用的教学方法。
本研究采用基于扎根理论的定性研究方法，结合半结构化访谈。采用理论抽样法确定具有代表性的南非物理治疗师。由两名独立编码员对数据进行连续的人工分析，采用归纳法。数据不断归纳直至确定主题。采用三角互证法及其他确保数据可信度的策略。
在进行了五个焦点小组（n = 32）访谈后达到了理论饱和。人口统计学信息显示，各年龄组和性别的物理治疗师在不同临床领域工作。确定了七个主题，涵盖了解剖学课程的“结构”“内容”和“教学方法”，以及课程各方面对学生心理的影响。包括将解剖学纵向整合到后续临床前阶段、纳入物理治疗师进行解剖学教学、“物理治疗师个性”以及临床实践所需的“解剖学实践技能”。
物理治疗师的意见对于确定可纳入为物理治疗专业学生设计的解剖学课程的课程设置和教学考量非常重要。
针对物理治疗专业学生的定向解剖学教育有助于学习和保留有效且安全的临床实践所需的解剖学知识。
