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Core Content Related to Teaching Biomechanical Aspects of Human Movement for Physical Therapist Students: A Modified
Jeremiah J Tate1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17, Craig A Wassinger1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17, Christopher M Powers1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17
1Jeremiah J. Tate is the clinical associate professor in the Doctor of Physical Therapy Program-Phoenix within the Department of Rehabilitation Sciences, Tufts University School of Medicine, 101 East Washington Street, Phoenix, AZ 85004 (Jeremiah.Tate@tufts.edu). Please address all correspondence to Jeremiah J. Tate.
Introduction:
In efforts to optimize movement, physical therapists must have a fundamental understanding of kinesiological and biomechanical principles.
Review Of Literature:
There has not been an attempt to define educational content in biomechanics and related topics for physical therapists since 1984. The aim of this modified Delphi study was to identify core content topics related to the biomechanical aspects of human movement for physical therapists.
Subjects:
Fourteen subject matter experts were asked to rate the importance of each biomechanical topic.
Methods:
A modified Delphi approach used 3 rounds of surveys to rank the importance of 166 biomechanical topics across 11 categories. The 11 categories, gleaned from textbooks and foundational research, were units of measure; body segment variables; arthrology; kinematics; forces/kinetics; material properties; muscle mechanics; movement screen; gait; computational methods; and instrumentation. Round 1 also allowed the experts to suggest additional topics for consideration in round 2. Rounds 2 and 3 aimed for consensus for all topics. A 75% threshold as "important" or "very important" was used to determine consensus for each topic.
Results:
One hundred and thirteen of 166 topics (68%) were identified as important or very important to teach physical therapist students. The percentage of topics that met consensus per category was as follows: units of measures (20%); body segment variables (50%); arthrology (71%); kinematics (80%); forces/kinetics (91%); material properties (79%); muscle mechanics (100%); movement screen (80%); gait (100%); computational methods (17%); and instrumentation (17%).
Discussion And Conclusion:
This study identified key topics that should serve as a guideline for curricular content related to biomechanics. Results suggest that content should focus on kinematics, forces/kinetics, material properties, muscle mechanics, movement screening, and gait. Additional topics related to units of measure, computational methods, and instrumentation could also be considered. Adoption of this core content could promote consistency in biomechanics content across physical therapist education programs.
