An analysis of the pedagogical concepts used by anatomy teachers to facilitate the teaching and learning of anatomy to physiotherapy undergraduates in the United Kingdom: A constructivist grounded theory study

Abstract

Anatomy is a challenging subject to learn because it is voluminous, requires three-dimensional cognitive skills and is easily forgotten. Furthermore, anatomy is facing diminishing teaching attention and time. There is a scarcity of literature offering pedagogical guidance for teaching anatomy for physiotherapy in the UK, despite anatomical knowledge underpinning an ever widening scope of physiotherapy. The study provides a pedagogical theory and guidance on how anatomy for physiotherapy undergraduates could be taught more effectively in the UK. The research design generated data through in-depth semi-structured interviews with eight anatomy teachers for physiotherapy from an identified sample of 50 participants in the UK who taught anatomy modules and were registered physiotherapists. The combined interview transcripts generated 72,292 words of data that were analysed using coding techniques of grounded theory. Chronologically, the study found that anatomy teachers explicitly taught anatomy during the 1st year, largely through practical anatomy tutorials. During the 2nd and 3rd years, clinical physiotherapy lecturers implicitly revised anatomy during their teaching sessions, while student placement supervisors implicitly reinforced anatomical knowledge and skills during hospital placements. Conceptually, five pedagogical concepts emerged that are supported by literature for medical education and were explained using the Four-Component-Instructional-Design framework derived from the Cognitive-Load theory. The anatomy-teachers-for-physiotherapy used a spirally arranged curriculum, extensive use of visual anatomical imagery, promoted kinaesthetic anatomical skills, applied anatomical knowledge and skills to physiotherapy situations and used anatomical principles for metacognitive strategies. The study deviated from the Cognitive-Load theory in three ways. The long-term memories of physiotherapy students had limited capacities that stored temporary anatomical information, instead of having unlimited capacities for permanent information. The teachers used haptic learning that is ignored by the Cognitive-Load theory. Recommendations were made on how anatomical teaching could be improved and are addressed to Anatomy Theme-Leads, anatomy-teachers-for-physiotherapy and the Chartered Society of Physiotherapy