Stevens, K; Rosalind Franklin University of Medicine and Science, North Chicago, IL. stevensk@finchcms.edu.

PURPOSE: The purpose of this presentation is to describe an innovative, advanced regional anatomy course within the second year of an integrative Doctor of Physical Therapy (DPT) program. FOUNDATION: A model of vertical and horizontal integration of basic anatomy content with clinical pathology, Physical Therapy (PT) examination and intervention skills, and radiology was designed. Prior basic coursework in PT examination and interventions, radiology and pharmacology, The Guide to Physical Therapist Practice, and general pathology was used as the foundational content. Integration with concurrent coursework included regional orthopedic clinical conditions and manual therapy. DESCRIPTION: Thirteen second year DPT students who completed a year of didactic material and one clinical rotation participated in this course. Cadaver prosections, radiological images, and bony models were used in a discussion format. Weekly topics focused on body regions which horizontally integrated Advanced Regional Anatomy with weekly regional topics in a clinical medicine course and a clinical skills course. While shoulder girdle pathologies were presented in a clinical medicine course, students learned shoulder girdle manual therapy techniques in a clinical skills course, and observed, handled, and discussed the shoulder girdle region in the anatomy course. Students weekly prepared a handout defining a regional clinical condition, the anatomical structures relevant to the condition, etiology, common signs and symptoms, relevant PT examination and intervention procedures, imaging and laboratory studies, pharmacology, differential diagnosis, and prognosis. Students rotated between prosection, bony model, and radiological imaging stations comparing and contrasting their assigned clinical conditions. Faculty facilitated discussions. Students were evaluated on their weekly assignment and discussion, a group surgical presentation, and three regional quizzes. OBSERVATIONS: Student course evaluations were positive. One hundred percent of students agreed that course assignments had instructional value and increased their understanding of the topic, and that student evaluation methods required synthesis of information. Ninety two percent of students agreed that course subject matter included perspective on practical application or clinical relationship. Students commented that discussions were thought provoking and promoted thought processing regarding differential diagnosis. CONCLUSIONS: Maximizing vertical and horizontal integration within the curriculum may make the student more confident and competent in using problem solving in the clinic. This type of vertical and horizontal integration can be transferred to other course content and used within a variety of curriculum formats. FUNDING SOURCE: None.

Copyright 2004 by the American Physical Therapy Association

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