How human gross anatomy is being taught in occupational therapy programs in the United States

Abstract

There is a lack of empirical information regarding anatomy education for Occupational Therapists (OTs). Human anatomy is taught in a variety of ways by a variety of people across allied health. Insufficient anatomy education can result in underprepared entry-level OTs, who then produce increased practice errors and reduced patient care (Schofield, 2017). The objective of this study was to investigate how human gross anatomy was taught in OT programs throughout the United States prior to the COVID-19 pandemic and how inadequate anatomy education can impact practicing OTs. A mixed-methods cross-sectional descriptive survey was sent to the directors of OT programs throughout the US. Survey responses were compiled to best represent the current OT education environment. The initial survey gathered the following types of information: 1) The participant's role in the institution's OT program; 2) The participant's experience in OT and education; 3) The location, duration, and type of OT program(s) present at the institution; 4) Who is typically assigned to teach gross anatomy to OT students; 5) How gross anatomy is typically taught to OT students; 6) Strengths and weakness of the institution's gross anatomy education; 7) Possible consequences of inadequate anatomy education for entry-level OTs; and 8) Comparing the participant's personal experience in the field of OT to their recommendations about how human gross anatomy should be taught to OT students. The quantitative data were analyzed to present descriptive statistics. The qualitative data was assessed using thematic analysis. The findings of this study will inform allied health educators about the current methods being implemented in OT programs for teaching gross anatomy and offer potential avenues for improvement.