122 - Can the Cadaver Help Students Understand Organ Pain Referral Patterns

Poster Board Number: 122
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Co-authors:

Dristyn Khang - DPT - Philadelphia College of Osteopathic Medicine; Philip Fabrizio - DPT - Philadelphia College of Osteopathic Medicine

Abstract Body : Introduction: Understanding of referral patterns plays a vital role in developing a physical therapy differential diagnosis. However, the concept is more abstract than the traditional teaching of musculoskeletal anatomy. Use of a more visual and kinesthetic teaching module may help to aid students in better understanding the concept of referral patterns. The purpose of this study was to apply a novel technique where cadavers were used to teach the clinical anatomy associated with organ pain referral.



Materials and Methods: The teaching module was first introduced three years ago in a clinical anatomy course, and has been included in the course since then. The module took place immediately following the gut lecture regarding referral pain, and consisted of assigning each cadaver lab group to an organ pain referral pattern which they demonstrated on their cadaver using colored string linking the organ to the area of referred pain. Students were surveyed regarding the modules ease of use and efficacy as is typically done when modifying course material. The survey consisted of 8 questions on a likert scale 1-5 with 1 being strongly disagree and 5 being strongly agree. Surveys were analyzed retrospectively and anonymously.



Results: Likert scale Q1 did module improve concept understanding x̄ = 4.2, Q2 doing module was difficult x̄ = 2.0, Q3 I was ready to do the module x̄ = 3.2, Q4 module made group dynamics better x̄ = 4.0, Q5 module was challenging x̄ = 2.7, Q6 module was fun x̄ = 4.2, Q7 images from module were helpful x̄ = 3.9, Q8 module should be included next year x̄ = 4.3. Open comment commonalities were that photos were difficult to orient anatomy and thus referrals to.



Conclusion: Responses to the Likert scale survey suggested overall improvement in understanding referral mapping; students recommended this module with cadavers be included in future anatomy courses.



Significance/Implication:

Implementing this teaching module into DPT anatomy course programs can positively impact the student’s comprehension, retention, and connect the relevance of referral patterns to clinical anatomy while maximizing the use of the cadaver.