Yingzhi Gu, Tadashi Ito, Yuji Ito, Koji Noritake, Nobuhiko Ochi, Naomichi Matsunaga, Daiki Takahashi, Hideshi Sugiura
Factors Related to Locomotive Syndrome in School-Aged Children in Okazaki: A Cross-Sectional Study
Healthcare (Basel, Switzerland)
teaching anatomy physiotherapy differs health professions yet lack guidance best practice literature especially within united kingdom uk present study aimed provide effective pedagogical guidance teaching typical anatomy curriculum threeyear bsc physiotherapy degree program within uk research design used constructivist grounded theory semistructured interviews conducted eight registered physiotherapists teaching anatomy undergraduate physiotherapy students within uk study generated 72292 words qualitative data thematically analyzed using saldaas coding techniques data saturation reached results three main components pedagogical backdrop composed five pedagogical issues pedagogical approaches three subcomponents pedagogical timings phases anatomical teaching conducted across three undergraduate physiotherapy degree programs cognitive load theory clt best explained results five main pedagogical principles spiral curriculum strategies visual anatomical imagery kinesthetic anatomical skills strategies teaching clinical physiotherapy anatomy using anatomical principles metacognition study proposes new modified version clt acknowledges newly acquired knowledge fragile novice learners limited longterm memory capacities subsequently require regular revisitations also acknowledges kinesthetic input germane cognitive load metacognition strategies study recommends appointing anatomy theme leads take responsibility spiral curriculum approach across 3 years introduce explicit anatomy teaching later clinical years