Analysis of Dissection Methods to Facilitate Student Understanding of Knee Ligaments

Abstract

Research shows knee injuries are among the most common injury, and physical therapy is often used as an effective treatment intervention. To best diagnose and treat these injuries, clinicians must have a suitable understanding of knee anatomy. This knowledge is imparted through dynamic education which can be gained through cadaveric dissection and prosection educational models. The objective of this study was to analyze whether there was a better presentation and teaching method of knee ligaments to students that would optimize understanding of the knee anatomy and biomechanics. This study compared two dissection techniques, a traditional anterior‐posterior knee dissection and an alternative technique presented by Clemente et al (2009), to determine which technique would result in increased comprehension of the knee structures and higher test scores for Physical Therapy (PT) students. A single‐blinded randomized controlled trial was conducted using first‐year PT students in a semester‐long Gross Anatomy course. The cohort (n=92) consisted of both third‐year undergraduate students (n=70) and first‐year graduate students (n=22). Students were split into two groups, a control group (n=46) who viewed the traditional anterior‐posterior knee dissection and an experimental group (n=46) who viewed the alternative and traditional dissections. All students during laboratory sessions were taught identification and functioning of the knee ligaments utilizing the assigned dissection method. Data was collected from identification based practical exam and a multiple‐choice function based written exam during the co‐requisite lecture. Likert‐scale surveys were also conducted to determine students' confidence and preference of learning method. An independent t‐test should significant difference between control and experimental groups in the identification of the specific bands of the anterior and posterior cruciate ligaments in undergraduate students (p<0.05). There was no significant difference between groups in the identification of other structures in the knee or in questions regarding functioning of knee ligaments. However, students in the experimental group preferred the cadaver laboratory learning to a greater degree compared to the control group. Knee injuries are commonly seen in PT clinics and to treat these patients optimally, physical therapists need to understand the anatomy of the knee. This study compared two methods of teaching the anatomy of the knee for increased comprehension and determined that both types of dissection techniques are effective ways for teaching students about knee ligamentous anatomy.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.