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Call for Consistency: the Need to Establish Gross Anatomy Learning Objectives for the Entry-Level Physical Therapist

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Abstract

A need currently exists for the establishment of anatomy learning objectives for physical therapist education programs. Developing recommended anatomy objectives to serve as a curricular guide may foster more consistent student outcomes while preserving instructional autonomy. These objectives could serve as a vital resource when making decisions during curricular reform or prioritizing and emphasizing the curriculum’s anatomic content. We advocate for collaboration amongst anatomy faculty and clinicians to create specific and measurable anatomy learning objectives for the entry-level physical therapist. It is essential that the objectives be peer-reviewed and that they reflect a global consensus.

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Authors and Affiliations

  1. Division of Healthcare Professions, Doctor of Physical Therapy Program, DeSales University, 2755 Station Avenue, Center Valley, Pennsylvania, PA, 18034-9568, USA

    Melissa A. Carroll

  2. Biology Department, University of Detroit Mercy, Detroit, MI, 48221, USA

    Mary Tracy-Bee

  3. Department of Physical Therapy, Oakland University, Rochester, MI, 48309, USA

    Mary Tracy-Bee

  4. Department of Physical Therapy, Chapman University, Irvine, CA, 92618, USA

    Alison McKenzie

  5. Department of Neurology, University of California, Irvine, CA, 92617, USA

    Alison McKenzie

Authors
  1. Melissa A. Carroll
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  2. Mary Tracy-Bee
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  3. Alison McKenzie
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Contributions

Melissa A. Carroll, Mary Tracy-Bee, and Alison McKenzie contributed to the study conception and design. Manuscript drafts were reviewed and edited by all authors. The final manuscript was reviewed and approved by all author.

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Correspondence to Melissa A. Carroll.

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Carroll, M., Tracy-Bee, M. & McKenzie, A. Call for Consistency: the Need to Establish Gross Anatomy Learning Objectives for the Entry-Level Physical Therapist. Med.Sci.Educ. 31, 1193–1197 (2021). https://doi.org/10.1007/s40670-021-01294-y

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