{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,17]],"date-time":"2026-08-17T14:31:56Z","timestamp":1786977116207,"version":"build-2736575974"},"reference-count":52,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2017,8,30]],"date-time":"2017-08-30T00:00:00Z","timestamp":1504051200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Anatomical Sciences Ed"],"published-print":{"date-parts":[[2018,5,6]]},"abstract":"<jats:p>The study of human anatomy is an integral component in the education of future occupational therapists, yet there is a paucity of research that explores the anatomy needs of students and new practitioners. As a follow up from a pilot study that surveyed a small cohort of practicing therapists, this article aimed to determine occupational therapy (OT) practitioners' views on anatomy course structure and content deemed important to include in OT curricula, entry level practitioners' anatomy knowledge, and application of anatomy in current practice. A Likert scale and free text questionnaire was distributed to practicing occupational therapists across the United States. Fifty\u2010four percent of the participants in this cohort favored a standalone course, as compared to 94% in the pilot study group. Anatomy course content areas were comparable across groups. Systems identified as essential to cover in an OT anatomy course included skeletal, muscular, and nervous. Regions included the upper limb, thorax\/trunk, head and neck, and lower limb. Seventy percent of participants in both groups felt that entry\u2010level practitioners had adequate anatomy knowledge; 30% did not. Practice areas requiring anatomy knowledge included assessment of joint movement, muscle strength, pain, and functional mobility. Qualitative analysis of free text response data revealed the importance of anatomy knowledge in OT assessment and intervention strategies, determining the impact of injury or disease on occupational performance, client safety, and communication with other health care professionals and families. Anat Sci Educ 11: 243\u2013253. \u00a9 2017 American Association of Anatomists.<\/jats:p>","DOI":"10.1002\/ase.1723","type":"journal-article","created":{"date-parts":[[2017,8,31]],"date-time":"2017-08-31T07:44:17Z","timestamp":1504165457000},"page":"243-253","source":"Crossref","is-referenced-by-count":20,"title":["Anatomy education in occupational therapy curricula: Perspectives of practitioners in the\n                    <scp>U<\/scp>\n                    nited\n                    <scp>S<\/scp>\n                    tates"],"prefix":"10.1002","volume":"11","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-8154-6894","authenticated-orcid":false,"given":"Katherine A.","family":"Schofield","sequence":"first","affiliation":[{"name":"Department of Occupational Therapy College of Health Sciences, Midwestern University Glendale Arizona"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2017,8,30]]},"reference":[{"key":"e_1_2_7_2_1","unstructured":"ACOTE.2012. 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