How human anatomy is being taught in entry‐level occupational therapy programs in the United States

Abstract There has been a lack of empirical information regarding anatomy education for occupational therapists (OTs). Insufficient anatomy education can result in underprepared entry‐level OTs, who may then produce increased practice errors and reduced patient care. The objective of this study was to investigate how human gross anatomy was taught in entry‐level occupational therapy programs throughout the United States and evaluate faculty perspectives on its teaching. A mixed‐methods survey was sent to the directors of entry‐level occupational therapy programs in the United States. Survey responses were compiled to best represent the current occupational therapy education environment. Ten of sixty‐eight participating programs did not teach anatomy as a part of their standard occupational therapy curriculum. Of the programs that featured entry‐level occupational therapy anatomy courses, the majority were taught by either a non‐clinician anatomist or an OT without specialized anatomy training in a region‐based, standalone anatomy course during the first semester. In most programs, anatomy was taught to only occupational therapy students using lecture, models/plastination, and/or prosection. Teaching tools, methods, faculty, and programmatic factors were perceived as contributing to program strengths. The design, resources, and faculty involved in the occupational therapy anatomy course may negatively impact the perceived quality of an occupational therapy anatomy program and its students. Participants identified several consequences of insufficient anatomy preparedness, including academic, clinical reasoning, treatment skills, patient care, and professional identity concerns. Occupational therapy educators may want to be aware of the current climate of occupational therapy anatomy education in the United States when designing entry‐level occupational therapy anatomy curricula.