Effects of Restructuring a Neuroscience Curriculum in a Physical Therapist Education Program

Abstract

Background and Purpose. This study investigated (1) whether restructuring of the neuroscience curriculum to reduce basic neuroscience credit hours to allow additional credit hours in applied neuroscience would improve students’ knowledge of basic neuroscience and neurology course sequence outcomes, and (2) whether integration of basic neuroscience into a regional cadaver anatomy course would improve student attitudes toward neuroscience topics and improve retention of basic neuroscience knowledge. Participants. A survey instrument and a neuroscience knowledge-retention test (KRT) were developed and administered to 5 sequential cohorts of physical therapist students. Methods. The first 2 cohorts (nonintegratedcourse group) took a 6-credit-hour regional anatomy course in their first semester and a 3-credit-hour basic neuroscience course in their second semester. The second 3 cohorts (the integrated-course group) took a 6-credit-hour combined regional anatomy and basic neuroscience course in their first semester, followed by a 2-credit-hour applied neuroscience course in their second semester. Outcomes. Overall GPA performance in subsequent neurology sequence courses improved with the revised neuroscience curriculum. Student attitudes to neuroscience improved markedly in the second cohort of students prior to course integration. No further improvement in attitudes occurred after course integration. These findings suggest that the first cohort by chance had more students with negative attitudes toward neuroscience. Mean KRT scores were not statistically different after the shift in student attitudes or after course integration (P > .87, P > .35). When data from all cohorts were combined, analysis of student attitudes and demographics revealed that students who reported enjoyment in learning basic neuroscience topics had on average statistically higher KRT scores (52% versus 46%, P < .007). Discussion and Conclusion. Student performance in courses in the neurology course sequence improved and retention of basic neuroscience knowledge remained constant following a shift of 2 credits from basic neuroscience to applied neuroscience courses within the Doctor of Physical Therapy curriculum. Integration of the anatomy and basic neuroscience courses did not impact student attitudes toward basic neuroscience. Those students who enjoyed learning basic neuroscience performed better on the KRT than those students who reported less enjoyment in learning neuroscience content.