Gross anatomy education for South African undergraduate physiotherapy students: A current perspective

Globally, the anatomy curriculum and pedagogy for undergraduate physiotherapy students changed due to the COVID-19 pandemic. Pre-COVID-19 in South Africa such students learnt through didactic lectures, dissection, prosection, and the use of specimens/models. Computers were in 33% of departments. The pandemic led to universities moving to 100% online anatomy courses. This study aimed to identify whether the COVID-19 pedagogical and curricular changes to such education impacted teaching methods post-pandemic and standardization of anatomy teaching nationally. A 29-question updated version of a 2018 online survey was used. Distribution was to a purposive population of physiotherapy anatomy coordinators at relevant universities. There were six respondents. Key finding data mean (±SD) comparison measures between 2018 and 2024 showed teaching contact hours decreased from 207.6 (±78.1) to 188.2 (±113.9), although semesters were little changed, direct dissection hours per week moved from 2.9 (±1.7) to 3.2 (±3.1), total staff numbers increased from 7.8 (±4.7) to 11 (±4.6) addressing increased student numbers in 66% of departments, staff experience years dropped due to younger staff being recruited, living anatomy use was markedly increased, in-person lectures were restored in 50% of departments and with 100% departmental computer use blended learning was a new addition with increased online quizzes and tutorials. Some traditional pedagogy such as dissection was reinstated. This study may assist in bringing awareness of the lack of national standardization in anatomy education for physiotherapy students in South Africa but changes to implement standardization depend on specific United Nations Office of the Special Adviser on Africa (2022) guidelines being adopted by relevant stakeholders.