A Comparative Analysis of Physiotherapy and Rehabilitation Students’ Perceptions of Anatomy Education Across Different Academic Year Levels

Year 2025, Volume: 9 Issue: 3, 573 - 582, 30.09.2025

Beril Tekin , Işık Ecem Kılıç , Caner İncekaş , İsmail Can Pelin

https://doi.org/10.30621/jbachs.1721271

https://izlik.org/JA85RU73XB

Abstract

A Comparative Analysis of Physiotherapy and Rehabilitation Students’ Perceptions of Anatomy Education Across Different Academic Year Levels

https://izlik.org/JA85RU73XB

Abstract

Purpose: This study aimed to compare physiotherapy and rehabilitation students’ opinions on anatomy education at different undergraduate stages and reveal differences in awareness.

Material and Methods: This study was carried out on Department of Physiotherapy and Rehabilitation, Term 1 (n=51) and Term 4 (n=58) students. Students' opinions about anatomy education were recorded with a Google Forms questionnaire, and the data was compared.

Results: 86.27% of Term I and 79.31% of Term IV students in the study stated they preferred the physiotherapy and rehabilitation department willingly. The proportion of Term I students who strongly agreed with the statement ‘It is sufficient to have anatomy education only in the first year’ was higher than that of Term IV students (p<0.001). The proportion of Term IV students who strongly agreed with the statement ‘Anatomy courses should continue in the following years to support clinical knowledge’ and agreed with the statement ‘I benefit from the programs on the internet during the anatomy education process’ was higher than that of Term I students (p=0.010; p=0.016).

Conclusion: Our results indicate that students’ perceptions of anatomy education differ across academic years, with a growing emphasis on the value of integrating anatomical knowledge with clinical practice.

Keywords

anatomy , education , physiotherapy , students'opinion

Ethical Statement

This study was approved by Başkent University Institutional Review Board and Ethics Committee (Project no: KA24/355).

Thanks

The authors are grateful towards the students who participated in this study.

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