Musculoskeletal Anatomy Education-A Survey of Nationally Accredited Allied Health Profession Training Programs

A clear understanding and ability to apply musculoskeletal (MSK) anatomy knowledge in a clinically relevant manner is an essential element of clinician training. Unfortunately, a critical review of the literature illustrates the lack of information available about the MSK anatomy learning environment that exists within allied health profession training programs around the world. The purpose of this investigation was to document the current state of MSK anatomy education within nationally accredited allied health profession training programs. A survey was sent to all Canadian accredited allied health profession programs in the fields of physical therapy, occupational therapy, athletic therapy, and physician assistant. Responses were received from 87% of programs. MSK curricular hours were highly variable both within and between professions: physical therapy ( $\overline{x}$  = 56.4 ± 31.2; 37.2, 75.6), occupational therapy ( $\overline{x}$  = 44.4 ± 26.2; 26.2, 62.5), athletic therapy ( $\overline{x}$  = 124.0 ± 88.4; 58.5, 189.5), and physician assistant ( $\overline{x}$  = 16.5 ± 12.0; 0.1, 33.1), with curricula being delivered in the 1st year of professional training for all but one program. Thirteen of the twenty-five programs integrated MSK anatomy instruction into the clinical learning environment. Content related to muscle, bone & joint, anatomical terminology and clinical correlates was consistently covered by all programs (regardless of profession). This study is the first-of-its-kind to document the current state of MSK anatomy education across nationally accredited allied health programs. Data provide important insight about the MSK anatomy learning environment within allied health profession training programs and serve as a reference point against which other medical and healthcare programming can be compared. Results are expected to assist in the refinement of MSK anatomy educational standards that can be used to guide curricular renewal and reform within nationally accredited allied health profession training programs.