Participation in an Advanced Anatomy Capstone Project Facilitates Student Involvement in the Development of an Instructional Tool for Novel Dissection

Introduction. Student-driven design of instructional tools within basic sciences curricula in general, and in anatomy in particular, has been shown to be both a positive educational experience for the student developers and a viable way to create quality materials for future courses. We present here a description of a student collaboration arising from participation in an advanced anatomy capstone research project, resulting in the creation of a new dissection protocol for the thoracolumbar junction dorsal primary rami and their branches. Materials and Methods. This project was initiated by two third-year doctor of physical therapy (DPT) students and involved participation from faculty and other DPT students of varying experience levels, in order to pilot and refine the tool over a two-year period. We describe the process by which the tool was developed, from the genesis of the original idea through the piloting stage. Results and Discussion. This collaboration resulted in a new instructional tool to be launched within our first-year DPT gross anatomy labs in 2022. Evaluation of the project through qualitative interviews demonstrated the learning impact on student participants. Conclusions. The success of this project shows the potential for students to be meaningfully involved in instructional tool design. The complete dissection guide, along with photos, is included and will be of particular relevance for medical and health science educators with an interest in orthopedics, neurosurgery, pain management, or physical therapy.

Automated summary

Student collaboration in an advanced anatomy research project led to the creation of a new dissection protocol for the thoracolumbar junction, to be launched in physical therapy courses in 2022. The project, initiated by two third-year students, involved faculty and other DPT students of varying experience levels, demonstrating the potential for students to be meaningfully involved in instructional tool design.