Human anatomy knowledge is a core requirement for all health care clinicians. There is a paucity of information relating to anatomy content and delivery in Australian chiropractic programs. The aim of this study was to describe anatomy teaching in Australian chiropractic programs, utilizing a survey which was distributed to all four programs, requesting information on: anatomy program structure, delivery methods, assessment, teaching resources, and academic staff profile at their institution. The survey was undertaken in 2016 and documented practices in that academic year. All four institutions responded. There was a reported difference in the teaching hours, content, delivery and assessment of anatomy utilized in Australian chiropractic programs. Anatomy was compulsory at all four institutions with the mean total of 214 (SD ± 100.2) teaching hours. Teaching was undertaken by permanent ongoing (30%) and sessional academic staff, and student to teacher ratio varied from 15:1 to 12:1. A variety of teaching resources were utilized, including human tissue access, either as prosected cadavers or plastinated body parts. The results of this survey confirm that anatomy has an established place in chiropractic education programs in Australia and while curricular variations exist, all programs had similar course design, delivery, and assessment methods. This study confirmed the provision of a strong foundation in topographical anatomy and neuroanatomy, while other anatomical sciences, such as histology and embryology were not consistently delivered. Formalization of a core anatomy curriculum together with competency standards is needed to assist program evaluation and development, and for accreditation purposes.

中文翻译：

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脊骨疗法教育中的解剖科学：澳大利亚脊骨疗法课程的调查。

人体解剖学知识是所有卫生保健临床医生的核心要求。在澳大利亚的脊椎治疗计划中，与解剖学内容和递送有关的信息很少。这项研究的目的是通过分配给所有四个计划的调查来描述澳大利亚脊椎治疗计划中的解剖学教学，要求提供以下信息：解剖学计划结构，交付方式，评估，教学资源以及所在机构的学术人员概况。这项调查于2016年进行，并记录了该学年的做法。所有四个机构都做出了回应。据报道，在澳大利亚脊骨疗法课程中，教学时间，内容，交付方式和解剖学评估存在差异。在所有四个机构中均必须进行解剖学，平均总计214（SD±100。2）教学时间。授课由永久性（30％）和会期学术人员进行，学生与教师的比例从15：1到12：1不等。利用了多种教学资源，包括人体组织的入路，可以作为尸体或塑化的身体部位。这项调查的结果证实，解剖学在澳大利亚的整脊教育计划中已确立地位，尽管课程存在差异，但所有计划的课程设计，授课方式和评估方法均相似。这项研究证实了地形解剖学和神经解剖学的坚实基础，而诸如组织学和胚胎学之类的其他解剖学却没有得到一致认可。需要将核心解剖学课程与能力标准一起正规化，以协助计划评估和开发，