Anatomy education in physiotherapy training: perceptions of Nigerian-based undergraduate physiotherapy students

Abstract Background Anatomy education is an integral aspect of physiotherapy training with tremendous effects on clinical education and expertise. Literature is scarce on the current trends in physiotherapy-related anatomy education in Nigeria, making it difficult to identify specific areas that require improvement to enable effective teaching-learning processes. Objectives This cross-sectional study investigated the profile, commitment to, perceptions of relevance and challenges of anatomy education among undergraduate students of Nigerian physiotherapy training programmes. Methods Structured questionnaires, seeking information on knowledge and perceptions of anatomy education as well as its relevance to physiotherapy training and practice were distributed to 429 physiotherapy undergraduates. Results 350 questionnaires were completely filled and returned (81.6% response rate). Students’ anatomy profiles showed that majority of the students were exposed to anatomy education for 3–4 semesters (58.3%) with an average of one hour per lecture period (70.0%) which commonly comprised 401–600 students (58.0%). Despite that all the students reported exposure to dissection classes, only 11.7% reported adequate supervision of such classes. >50% of the students were aware of the relevance of anatomy education to physiotherapy training and practice. However, their commitment to anatomy education was generally poor. Major challenges of effective anatomy education included inadequate time for anatomy education (70.0%), large class size (67.1%) and non-supervision of dissection classes (22.6%). Age, gender and choice of physiotherapy as the primary intended course of study were not (p > 0.05) predictors of students’ commitment to anatomy education. Conclusion Physiotherapy undergraduates are aware of the relevance of anatomy education in physiotherapy training and practice. However, barriers of effective anatomy education were identified. Modifications in anatomy education are required for improved physiotherapy training.