Medicine and Health Sciences Commons^™

Front-Loading Of Anatomy Content Has No Effect On Long-Term Anatomy Knowledge Retention Among Physical Therapy Students: A Prospective Cohort Study., Amy H. Amabile, Kim Nixon-Cave, Larry J. Georgetti, Ashley C. Sims

Department of Physical Therapy Faculty Papers

BACKGROUND: Information learned over a longer period of time has been shown to result in better long-term knowledge retention than information learned over a shorter period of time. In order to address multiple curricular goals, the timing and spacing of anatomy content within the Doctor of Physical Therapy (DPT) program at our institution recently changed from a very spaced to a very compressed format. The purpose of the present study was to assess differences in anatomy knowledge retention that might have been impacted by this change. The research hypothesis was that students receiving spaced instruction would have significantly better anatomy …

Participation In An Advanced Anatomy Capstone Project Facilitates Student Involvement In The Development Of An Instructional Tool For Novel Dissection, Larry J. Georgetti, Ashley C. Sims, Aaron Focht, Jamie Elcock, Kim Nixon-Cave, Amy Amabile

Department of Physical Therapy Faculty Papers

Introduction. Student-driven design of instructional tools within basic sciences curricula in general, and in anatomy in particular,has been shown to be both a positive educational experience for the student developers and a viable way to create quality materials for future courses. We present here a description of a student collaboration arising from participation in an advanced anatomy capstone research project, resulting in the creation of a new dissection protocol for the thoracolumbar junction dorsal primary rami and their branches.

Materials and Methods. This project was initiated by two third-year doctor of physical therapy (DPT)students and involved participation from faculty and …