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Education Sciences
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Innovative Approaches to Anatomy Education for Undergraduate Physical Therapy Students
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Innovative Approaches to Anatomy Education for Undergraduate Physical Therapy Students

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: 21 March 2025 | Viewed by 2287

Special Issue Editor

Dr. Juan Antonio Valera-Calero

E-Mail Website
Guest Editor
VALTRADOFI Research Group, Department of Physiotherapy, Faculty of Health, Universidad Camilo José Cela, Villanueva de la Cañada, 28692 Madrid, Spain
Interests: ultrasound imaging; neck pain; low back pain; myofascial pain syndromes; elastography; science education; physiotherapy; undergraduate education; health occupations students
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The field of physical therapy relies heavily on a robust understanding of human anatomy. As educational methodologies evolve, there is an increasing need to explore and evaluate innovative approaches to teaching anatomy to undergraduate physical therapy students. This Special Issue aims to gather research and insights on cutting-edge strategies that enhance the learning experience and outcomes in anatomy education. We welcome contributions that examine the effectiveness of various pedagogical methods, including—but not limited to—digital tools such as 3D visualization and virtual reality, flipped classroom models, problem-based learning, and interdisciplinary approaches. Additionally, submissions that address the integration of clinical relevance into anatomy education, student engagement, and assessment techniques are highly encouraged. By bringing together diverse perspectives and empirical studies, this Special Issue seeks to provide a comprehensive overview of the current landscape and future directions in anatomy education, ultimately contributing to the development of more effective educational practices for preparing the next generation of physical therapists.

Dr. Juan Antonio Valera-Calero
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • science education
  • physiotherapy
  • undergraduate education
  • health occupations students
  • curriculum
  • evidence-based practice
  • teaching methods

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Published Papers (2 papers)

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Review

17 pages, 759 KiB  
Review
Blending Tradition and Innovation: Student Opinions on Modern Anatomy Education
by Alina Maria Șișu, Emil Robert Stoicescu, Sorin Lucian Bolintineanu, Alexandra Corina Faur, Roxana Iacob, Delius Mario Ghenciu, Alexandra-Ioana Dănilă and Ovidiu Alin Hațegan
Educ. Sci. 2024, 14(11), 1150; https://doi.org/10.3390/educsci14111150 - 24 Oct 2024
Viewed by 1100
Abstract
Anatomy education has evolved significantly with the introduction of diverse instructional techniques. This review evaluates these methods, including traditional cadaver dissection, three-dimensional (3D) model printing, virtual dissection using tools like the Anatomage table, problem-based learning (PBL), and the use of wax and plastinated [...] Read more.
Anatomy education has evolved significantly with the introduction of diverse instructional techniques. This review evaluates these methods, including traditional cadaver dissection, three-dimensional (3D) model printing, virtual dissection using tools like the Anatomage table, problem-based learning (PBL), and the use of wax and plastinated models. Each approach presents unique benefits and challenges. Cadaver dissection remains invaluable for providing hands-on experience and a deep understanding of anatomical structures, although it faces ethical, logistical, and financial constraints. Wax and plastinated models offer durable, precise representations of anatomical structures without the ethical concerns associated with cadavers. Additionally, 3D printing and virtual dissection have emerged as effective supplementary tools, enhancing spatial understanding and allowing repeated practice. PBL integrates anatomical knowledge with clinical reasoning, promoting critical thinking and problem-solving skills. The main aim of this study was to gather and analyze students’ opinions on various anatomy teaching methods, while a secondary objective was to review the literature on novel and traditional approaches in anatomy education. This review emphasizes the importance of incorporating a variety of teaching methods to create a dynamic and engaging anatomy curriculum, preparing students for clinical practice. Full article
(This article belongs to the Special Issue Innovative Approaches to Anatomy Education for Undergraduate Physical Therapy Students)
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19 pages, 887 KiB  
Review
Teaching Methodologies of Gross Anatomy Education for Undergraduate Physiotherapy Students: An Updated Scoping Review
by Mariángela Soto-Correia, Gustavo Plaza-Manzano and Juan Antonio Valera-Calero
Educ. Sci. 2024, 14(9), 940; https://doi.org/10.3390/educsci14090940 - 27 Aug 2024
Viewed by 951
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 [...] Read more.
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. Full article
(This article belongs to the Special Issue Innovative Approaches to Anatomy Education for Undergraduate Physical Therapy Students)
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