Pascoe Michael A, Rapport Mary Jane
Physical Therapy Program, Department of Physical Medicine & Rehabilitation, School of Medicine, University of Colorado Anschutz Medical Campus, Aurora, CO USA.
Med Sci Educ. 2022 Jun 9;32(4):827-835. doi: 10.1007/s40670-022-01574-1. eCollection 2022 Aug.
Anatomical knowledge is the foundation of the educational curricula in most healthcare programs. 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. 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. Although studies have determined essential anatomy content in many healthcare professions, no study has been undertaken in physical therapist education. This study was designed to determine what anatomical concepts are considered essential in physical therapist education in one doctor of physical therapy program. Faculty ( = 28), recent graduates ( = 134), and clinical instructors ( = 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. Consensus for learning objectives was determined using Lawshe's content validity method. One hundred forty-seven respondents completed the survey (36% response rate). Respondents represented a diversity in years of experience, highest physical therapist degree earned, specialty training, and setting of 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. 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.
The online version contains supplementary material available at 10.1007/s40670-022-01574-1.
解剖学知识是大多数医疗保健课程教育课程的基础。医疗保健专业之间不同的实践范围要求解剖学教育工作者确定在有限的时间内与学习者一起覆盖哪些内容是必不可少的。只要有可能，解剖学教育工作者就会根据临床经验做出这一决定；对于在健康专业课程中教学的非临床教师来说，这是一个更大的挑战。尽管研究已经确定了许多医疗保健专业中必不可少的解剖学内容，但尚未在物理治疗师教育领域进行过相关研究。本研究旨在确定在一个物理治疗博士项目中，哪些解剖学概念被认为是物理治疗师教育中必不可少的。邀请了一个物理治疗博士项目的教师（n = 28）、应届毕业生（n = 134）和临床指导教师（n = 247）参与一项调查，该调查重点是对46个学习目标的必要性进行评分。使用劳希的内容效度方法确定学习目标的共识。147名受访者完成了调查（回复率为36%）。受访者在经验年限、获得的最高物理治疗师学位、专业培训和物理治疗实践环境方面存在差异。在所提出的46个学习目标中，10个被最频繁地评为必不可少，20个被评为有用但非必不可少，16个被评为不必要。这些结果为其他机构的解剖学教师提供了指导，以便他们就是否应该专注于其解剖学课程中的解剖学内容做出明智的决定，从而增加用于掌握物理治疗师实践中必不可少的核心解剖学知识的时间。
在线版本包含可在10.1007/s40670-022-01574-1获取的补充材料。
