Teaching Methodologies of Gross Anatomy Education for Undergraduate Physiotherapy Students: An Updated Scoping Review

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH Education Sciences Pub Date : 2024-08-27 DOI:10.3390/educsci14090940
Mariángela Soto-Correia, Gustavo Plaza-Manzano, Juan Antonio Valera-Calero
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Abstract

Gross anatomy provides essential knowledge about the structure and function of the human body. Understanding human anatomy requires specific skills from physiotherapy students to comprehend and memorize the location and relationships of anatomical structures. This review aims to summarize the current evidence on teaching methodologies in anatomy education for undergraduate physiotherapy students. A scoping review was conducted consulting the PubMed, EBSCO, SCOPUS, and Web of Science databases. By analyzing ten studies involving over 1380 students, we identified four primary pedagogical approaches: the use of technological tools, combined traditional methods (such as dissections and radiological imaging), interprofessional education, and the innovative use of animal dissections. The findings highlight that hands-on, practical activities, especially those integrating technology (e.g., virtual reality and interactive quizzes), significantly enhance student engagement and knowledge retention. Collaborative learning through interprofessional education was found to foster a deeper understanding of anatomical concepts and improve teamwork skills, which are crucial for clinical practice. Additionally, the inclusion of traditional methods like dissections and radiological imaging, when paired with modern tools, offers a comprehensive approach that bridges theoretical knowledge with practical application. The use of animal dissections also emerged as an innovative strategy to enhance anatomical comprehension. In conclusion, the literature underscores the importance of adopting diverse and innovative teaching strategies in gross anatomy education for physiotherapy students. Such approaches not only enrich the learning experience but also ensure that students are well prepared for the demands of professional practice.
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物理治疗本科生解剖学教育的教学方法:最新范围审查
大体解剖学提供了有关人体结构和功能的基本知识。理解人体解剖学需要物理治疗专业学生掌握特定的技能,以理解和记忆解剖结构的位置和关系。本综述旨在总结物理治疗本科生解剖学教育教学方法的现有证据。我们查阅了 PubMed、EBSCO、SCOPUS 和 Web of Science 数据库,进行了范围界定综述。通过分析涉及 1380 多名学生的十项研究,我们确定了四种主要的教学方法:使用技术工具、结合传统方法(如解剖和放射成像)、跨专业教育以及创新性地使用动物解剖。研究结果突出表明,动手实践活动,尤其是结合技术的活动(如虚拟现实和互动测验),能显著提高学生的参与度和知识保留率。研究发现,通过跨专业教育进行协作学习,可以加深对解剖学概念的理解,提高团队合作技能,这对临床实践至关重要。此外,将解剖和放射成像等传统方法与现代工具相结合,提供了一种将理论知识与实际应用相结合的综合方法。使用动物解剖也是提高解剖理解能力的一种创新策略。总之,文献强调了在物理治疗学生的大体解剖学教育中采用多样化和创新性教学策略的重要性。这些方法不仅丰富了学生的学习体验,还确保学生为专业实践的要求做好充分准备。
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来源期刊
Education Sciences
Education Sciences Social Sciences-Education
CiteScore
4.80
自引率
16.70%
发文量
770
审稿时长
11 weeks
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