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Integrating Functional Anatomy into Dry Needling Education in a DPT Curriculum
1Dep. of Physical Therapy, Lincoln Memorial University, 9731 Cogdill Rd., Knoxville, TN 37932, USA. wanli.lei@lmunet.edu.
Purpose:
Dry needling (DN) is increasingly included in Doctor of Physical Therapy (DPT) curricula, yet standardized education integrating functional anatomy and clinical reasoning is limited. This study evaluated the impact of an intensive, anatomy-based DN elective on students' perceived knowledge, confidence, clinical skills, and pain relief.
Methods:
Thirteen third-year DPT students completed a pre-post study involving a DN course that combined functional anatomy instruction, hands-on practice, and case-based learning. Outcomes included self-reported knowledge and confidence (via Likert-scale surveys), clinical competence (Objective Structured Clinical Examination, OSCE), and open-ended feedback. Quantitative data were analyzed using paired t-tests and effect sizes.
Results:
Students reported significant gains in knowledge and confidence post-course (p p< 0.01; Cohen's d = 1.4-2.8). Among those with pre-existing pain, DN reduced symptoms by an average of 65%. Qualitative feedback highlighted strong satisfaction with course content and clinical applicability. All students passed the OSCE, though one demonstrated lower anatomy knowledge and confidence.
Conclusion:
A focused, anatomy-integrated DN course enhanced DPT students' perceived clinical preparedness and skill. Embedding functional anatomy and clinical reasoning into DN education may support skill development and inform multimodal strategies in physical therapy training.
