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Ann Anat. 2017 Mar;210:155-159. doi: 10.1016/j.aanat.2016.10.011. Epub 2016 Nov 25.

Interprofessional approach for teaching functional knee joint anatomy.

Author information

1
Institute for Anatomy and Cell Biology, Department of Molecular Embryology, Faculty of Medicine, University Freiburg, Albertstraße 17, 79104 Freiburg, Germany.
2
Clinic of Radiology and Nuclear Medicine, University of Basel Hospital, Petersgraben 4 CH-4031 Basel, Switzerland.
3
Faculty of Medicine, Albert-Ludwigs-Universität, Elsässer Straße 2 m, 79110 Freiburg, Germany.
4
Institute for Anatomy and Cell Biology, Department of Molecular Embryology, Faculty of Medicine, University Freiburg, Albertstraße 17, 79104 Freiburg, Germany; Gesundheitsschulen Südwest GmbH, Parkweg 18, 79312 Emmendingen, Germany.
5
Clinic for Orthopaedics and Trauma Surgery, Sozialstiftung Bamberg, Buger Straße 80, 96049 Bamberg, Germany.
6
Gesundheitsschulen Südwest GmbH, Parkweg 18, 79312 Emmendingen, Germany.
7
Institute for Anatomy and Cell Biology, Department of Molecular Embryology, Faculty of Medicine, University Freiburg, Albertstraße 17, 79104 Freiburg, Germany. Electronic address: bjoern.spittau@anat.uni-freiburg.de.

Abstract

Profound knowledge in functional and clinical anatomy is a prerequisite for efficient diagnosis in medical practice. However, anatomy teaching does not always consider functional and clinical aspects. Here we introduce a new interprofessional approach to effectively teach the anatomy of the knee joint. The presented teaching approach involves anatomists, orthopaedists and physical therapists to teach anatomy of the knee joint in small groups under functional and clinical aspects. The knee joint courses were implemented during early stages of the medical curriculum and medical students were grouped with students of physical therapy to sensitize students to the importance of interprofessional work. Evaluation results clearly demonstrate that medical students and physical therapy students appreciated this teaching approach. First evaluations of following curricular anatomy exams suggest a benefit of course participants in knee-related multiple choice questions. Together, the interprofessional approach presented here proves to be a suitable approach to teach functional and clinical anatomy of the knee joint and further trains interprofessional work between prospective physicians and physical therapists as a basis for successful healthcare management.

KEYWORDS:

Anatomy teaching; Interprofessionalism; Knee joint anatomy; Medical students; Physiotherapy

PMID:
27893968
DOI:
10.1016/j.aanat.2016.10.011
[Indexed for MEDLINE]
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