Attrition of anatomy knowledge has been an area of concern in health professions curricula. To ensure safe and effective clinical practice, the study of chiropractic requires a good knowledge of musculoskeletal anatomy. In this study, musculoskeletal limb knowledge retention was investigated among students in the 5‐year chiropractic program at Macquarie University, Australia. A test of 20 multiple‐choice questions, categorized into low‐order (LO) and high‐order (HO) cognitive ability according to Bloom’s Taxonomy, was developed. Students enrolled in the program were invited to participate with 257 of the 387 choosing to participate, (response rate ranging 56%–72% per year level). No attrition of knowledge across the years was observed, instead, a significant increase in knowledge, measured by total LO and HO scores (P < 0.0005), throughout the program. There were significant increases in both low and high cognitive scores which were not uniform, with high‐order scores increasing significantly in the last two year levels. The increase of knowledge, may be explained, at least partially, by the vertical and horizontal integrated curriculum. Retrieval of knowledge, especially in clinically applied formats, may have led to an enhanced ability to apply anatomy knowledge and account for the increased scores in the high‐order knowledge seen in the later clinical years. Evaluating anatomy knowledge retention at different cognitive levels seems to provide a better assessment and is worth considering in future anatomy educational research.

中文翻译：

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麦格理大学脊骨疗法计划中的骨骼骨骼解剖知识保留：跨领域研究。

解剖知识的损耗一直是卫生专业课程中关注的领域。为了确保安全有效的临床实践，脊骨疗法的研究需要对肌肉骨骼解剖学有充分的了解。在这项研究中，对澳大利亚麦格理大学（Macquarie University）的5年脊骨疗法课程的学生进行了骨骼肌肉四肢知识保留的调查。根据Bloom的分类法，测试了20个多项选择题，分为低阶（LO）和高阶（HO）认知能力。参加该计划的学生被邀请参加387个选择中的257个（每年响应率范围为56％–72％）。这些年来，没有观察到知识的消耗，相反，以总的LO和HO得分来衡量，知识的显着增加（P <0.0005），在整个计划中。认知分数的低和高均显着增加，且不一致，高阶分数在最近两年中显着增加。知识的增长可以至少部分地通过纵向和横向的综合课程来解释。知识的检索，尤其是临床应用格式的知识的获取，可能导致应用解剖学知识的能力增强，并且可以解释在临床后期看到的高级知识中得分的提高。在不同的认知水平上评估解剖学知识的保留似乎提供了更好的评估，值得在未来的解剖学教育研究中考虑。