Oral anatomy laboratory examinations in a physical therapy program

Area of Science:

• Anatomy Education
• Physical Therapy Curriculum

Background:

• Traditional tagged anatomy laboratory examinations are resource-intensive for instructors and reduce student laboratory access.
• Current examination methods may not adequately assess higher-level cognitive and clinical reasoning skills essential for physical therapy.
• Anatomy is a foundational science in physical therapy, requiring early and thorough understanding for clinical progression.

Purpose of the Study:

• To evaluate the effectiveness of oral laboratory examinations as an alternative to traditional tagged anatomy examinations.
• To enhance the assessment of clinical anatomy concepts and cognitive abilities in physical therapy students.
• To reduce the time and logistical burden associated with anatomy laboratory examinations.

Main Methods:

• Implementation of oral laboratory examinations in the gross anatomy course series at Mercer University's Physical Therapy Program.
• Shift from traditional tagged examinations to an oral format to allow for greater question complexity and reduced lab time.

Main Results:

• Oral examinations provide a more efficient method for assessing anatomy knowledge compared to traditional tagged exams.
• This method allows for a greater complexity of questions, better reflecting clinical reasoning.
• Reduced overall laboratory time is required for examination administration and breakdown.

Conclusions:

• Oral laboratory examinations are a viable and effective alternative for assessing clinical anatomy in physical therapy education.
• This approach enhances the evaluation of students' understanding of anatomical and clinical concepts.
• Oral examinations improve laboratory access and student productivity.