Introduction

Pain of the lower back is a frequent symptom and is treated by different health professions. Anatomical as well as clinical knowledge is utmost important for all professions involved in this field. Here, we present a model that brings together an interprofessional team of experts to teach functional and clinical anatomy of the lower spine and hip area to medical and physical therapy students.

Methods

Two groups of medical students (n = 60) and physical therapy students (n = 77) were designated to two interprofessional clusters, with each cluster of students participating in three workshops, each lasting 40 min. Workshops were guided by university anatomists, an orthopedic physician and physical therapists, and each provided specialized training, such as the conduction of clinical, orthopedic functional tests, the identification and palpation of anatomical structures and demonstrations of human anatomical joint prosections. A questionnaire, consisting of 18 questions regarding subjective anatomical and clinical knowledge and application of clinical assessment techniques was used as the evaluation tool before and after participation in the course. Furthermore, the amount of knowledge gained from peer group participants from the other profession versus the knowledge gained from the instructors was assessed. Descriptive statistics of data as well as quantitative data analysis was carried out for pre–post analysis.

Results

A total of 148 students participated in the pre-course evaluation and self-assessment and 113 students completed the post-course evaluation and self-assessment. 11 of the students, who completed the pre-course evaluation, and five students who completed the post-course evaluation failed to reveal their affiliation and these were only included in the general and corresponding cluster analysis. A final 132 pre-questionnaire and 97 post-questionnaire results were included in the analyses due to a likely group response bias. Scores for all combined groups showed an increase in the pre–post evaluation of 11.7% (P < .001). Cluster 1 and 2 (pre–post) score comparisons showed an increase of 13.7% (P < .001) and 8.8% (P < .001) respectively. A subgroup pre–post-questionnaire analysis demonstrated that medical students from both clusters had the highest increase in scores (17.6% and 19.9%) in comparison to their physical therapy counterparts (9.1% and 5.8%) (P < .001). Specifically, medical students profited highly from the anatomy in vivo (palpation) as well as clinical, orthopedic assessment exercises. Sub-question analyses showed that students learned from each other as well as from an interprofessional team of guiding experts/instructors, though mostly from the latter.

Conclusions

This course offers an appropriate and effective model that brings together an interprofessional team of experts to teach functional and clinical anatomy to medical and physical therapy students. Study results demonstrated an increase in subject-specific competencies in functional and clinical anatomy of the lower spine and hip. Medical students demonstrated the highest increase in subjective knowledge, especially in regard to clinical examination and assessment, which highlights the usefulness of this course early in the medical education. All students learned from the exchange with interprofessional group members as well as the instructors.

中文翻译：

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一种跨专业的教学方法，可让医学和物理治疗专业的学生学习下脊柱和臀部的功能解剖以及临床检查。

介绍

下背部疼痛是常见的症状，并由不同的卫生专业人士进行治疗。解剖学和临床知识对于该领域的所有专业都至关重要。在这里，我们提出了一个模型，该模型召集了一个跨专业的专家团队，向医学和物理治疗专业的学生教授下脊柱和髋关节区域的功能和临床解剖学。

方法

两组医学生（n  = 60）和物理治疗生（n = 77）被指定为两个跨专业小组，每个小组的学生参加三个工作坊，每个工作坊持续40分钟。讲习班由大学解剖学家，骨科医师和物理治疗师指导，并各自提供专门培训，例如进行临床，骨科功能测试，解剖结构的识别和触诊以及人体解剖学关节假体的演示。参加该课程之前和之后，问卷由18个有关主观解剖和临床知识以及临床评估技术应用的问题组成，用作评估工具。此外，评估了从其他行业的同伴小组参与者获得的知识量与从教员那里获得的知识量。

结果

共有148名学生参加了课前评估和自我评估，有113名学生完成了课后评估和自我评估。完成课程前评估的学生中有11名，完成课程后评估的学生中有5名未能透露其隶属关系，这些仅包括在常规和相应的聚类分析中。由于可能的群体反应偏差，最终的132个问卷调查表和97个问卷调查表后结果被包括在分析中。所有合并组的分数显示，事前评估后增加了11.7％（P  <.001）。类别1和2（前后）的得分比较显示分别增加了13.7％（P  <.001）和8.8％（P <.001）。问卷调查前的亚组分析表明，与物理治疗同伴（9.1％和5.8％）相比，来自两个类别的医学生的得分增幅最高（分别为17.6％和19.9％）（P  <.001）。具体而言，医学生从体内解剖（触诊）以及临床，骨科评估练习中获利颇丰。子问题分析表明，学生相互学习，也从相互指导的专家/教师组成的专业团队中学习，尽管大部分都是从后者那里学习的。

结论

本课程提供了一个合适且有效的模型，该模型召集了一支跨专业的专家团队，向医学和物理治疗专业的学生教授功能和临床解剖学。研究结果表明，下脊柱和臀部的功能和临床解剖学中的受试者特定能力有所提高。医学生在主观知识方面表现出最高的增长，尤其是在临床检查和评估方面，这突出了该课程在医学教育早期的有用性。所有学生都与跨专业小组成员以及讲师进行了交流。