Análisis de datos

There were two types of anatomy practical tutorials: Practical Classroom Anatomy Tutorials and Laboratory Cadaveric Tutorials.

4.5.2.3.1 Practical Classroom Anatomy Tutorials

The Practical Classroom Anatomy Tutorials were educational opportunities for the students to apply the factual anatomical knowledge learnt from the prior Independent Student Studying.

“So for the practical sessions, we will look at applied, basic observation skills, we are looking at observation, palpation and movement analysis as well.” (Keith) The illustratory FIGURE 13 below, copied from Robert-Gordon-University, 2016b, paints a picture that makes it easier to understand the learning environment of the Practical Classroom Anatomy Tutorials portrayed by the subsequent five quotations.

Figure 13: An illustration of student peer-to-peer learning during Practical Anatomy Tutorials

The Practical Classroom Anatomy Tutorials typically used students themselves or hired human model .

“So either with a human model, so one of the students in the group , we would demonstrate a particular joint etc., and we would probably also use a skeleton, part of a skeleton, arm or leg” (Marie)

The Practical Classroom Anatomy Tutorials in the eight universities extensively used the Visual Imagery and the Kinaesthetic Thematic Reinforcement concepts.

“I think the students benefit more from a limited face-to-face way, that, uumm, enables the visual and kinaesthetic kind of learning to take place” (Keith)

Multiple human living bodies provided opportunities for students to see and feel how different anatomical structures felt like in different people.

“So you can look practically and see the differences between individuals, which is exactly what they should be doing when they are out in the practical field and working on patients” (Marie)

The Practical Classroom Anatomy Tutorials were typically resource intensive teaching activities in terms of learning aids.

“We have lots of models, so limbs, ankles, brains, respiratory system, different kinds of levels, some with some kind of pathology, some with working moving parts, so there is that kind of aspect that students can see, whether it’s about

biomechanics or whether it’s about the lungs being inflatable or not, but we’ve got a variety of different things” (Joshua)

The teaching room had to specially adapt large teaching rooms and place numerous adjustable beds:

“I think we need a big spacious room, where students can have a plinth and can mobilise around a plinth. I think we need good audio-visual facilities so that we can stream YouTube videos, interactive anatomy clips” (Samuel)

“A practical lab that has up-down beds, so plinths that can be adjustable” (Joshua)

4.5.2.3.2 Laboratory Cadaveric Tutorials

The Laboratory Cadaveric Tutorials were tutorials carried out in specially designed anatomy laboratories that are heavily regulated by the Human Tissue Authority and the Human Tissue Act of 2004. The Laboratory Cadaveric Tutorials had numerous human cadaveric specimens called prosections. Prosections are carefully dissected out to show selected anatomical structures and that could be seen or carefully manipulated by the students.

“We visit the dissection lab also and they can see (anatomical specimens)” (Claire) “But the really nice thing about Prosections is that you can do those things ... (such as)

pull on the nerve on one end and you can see it move on the other end and that give them that concept of neural dynamics. So those things are really nice.” (Claire)

4.5.2.4 Problems

Marie warned that running student-centred Practical Anatomical Tutorials on time can be a challenge:

“In a practical session, you might get side-tracked if you get a question then you might get side-tracked and you might lose time” (Marie)

4.5.3 1

_{Year Anatomical Assessments}

The assessments typically were in two formats: written assessments and practical assessments that required physical learning aids. Written assessments included anatomy Multiple Choice Questions (MCQs) and Short Answer Questions (SAQs). MCQs were typically used to assess “the breadth of knowledge” (Quotation 109: Joshua) because they could sample a much wider range of anatomical knowledge. Some of the SAQs were on the application of anatomical knowledge to clinical physiotherapy scenarios.

“SAQs, where they (the students) are asked to think about the anatomy and how that relates to patient physiotherapy treatment” (Joshua)

In all but one of the physiotherapy departments, the Visual Anatomical Imagery was used during the end of 1st year summative practical assessment, where students had to identify anatomical structures set on cadaveric specimens.

“We have an anatomy viva examination (oral and practical examination). The students have to find a couple of body points, such as ligaments, muscles and movement analysis” (Samuel)

“It is in the 1st _{year. They also have a spot exam, a cadaver exam which is what I would}

consider to be a pure anatomy exam” (Vanessa)

Most anatomy-teachers-for-physiotherapy used living people during the practical examinations:

“Assessment should include some sort of practical component, where students must activate, palpate and find things on a models, a live model, as well as on the skeleton” (Keith)

“We have practical exams here, we ask them to demonstrate certain movements then we ask them questions on what produces that movement and then we can question them about the detail” (Nathan)

Passing the end of 1st year anatomy examination was described by most of the anatomy- teachers-for-physiotherapy as a way of checking the standard of the anatomical knowledge learnt.

“If the student has passed the 1st year, then they would have completed practical tests, written examinations, so that they can attain to certain levels of performance” (Marie)

4.5.4 2

_{and 3}

_{Year Clinical placement-based learning}

Seven anatomy teachers taught most of the anatomical knowledge during 1st year, while the Clinical Lecturers and the Practice Placement Educators applied the anatomical knowledge to physiotherapy clinical situations during 2nd and 3rd years.

“They do most of their pure anatomy learning within the first year. So we won’t go back to re-teaching them any basic structural anatomy (in 2nd and 3rd year), that’s all done in year 1. So what they do in second year, they will do cardiorespiratory disease and disorders, they do neuro and multi therapeutic studies, which is more of a musculoskeletal type module. … We don’t re-teach them anatomy when they get to second year. So they cover all anatomy in first year.” … “In third year, of course we don’t do any anatomy teaching” (Vanessa)

“We don’t have any specific detained anatomy in second year, we have more

physiotherapy modules like neurology and musculoskeletal practice and they will be actually using anatomy in those” (Keith)