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. 2026 Mar 1;40(1):23-31.
doi: 10.1097/JTE.0000000000000462. Epub 2026 Jan 15.

Clinical Anatomy in a Physical Therapist Competency-Based Education Course: Challenges and Solutions

Jeb Helms  1   2   3   4   5 , Lindsay Conn  1   2   3   4   5 , Austin Sheldon  1   2   3   4   5 , Carl DeRosa  1   2   3   4   5 , Kelly Macauley  1   2   3   4   5
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Free article

Clinical Anatomy in a Physical Therapist Competency-Based Education Course: Challenges and Solutions

Jeb Helms et al. J Phys Ther Educ. .
Free article

Abstract

Background and purpose: Despite calls to transition physical therapist education to a competency-based education (CBE) framework, implementation remains limited. Anatomy has traditionally been taught as a foundational course in physical therapy curricula, and examples of CBE implementation would be beneficial to many programs. This preliminary work describes the development, logistics, and outcomes of integrating clinical anatomy within a team-taught, hybrid, CBE-based course.

Method/model description and evaluation: The course was designed keeping important CBE principles at the forefront: flexible timelines, authentic assessments, and integration with clinical competencies. Learners completed a precourse and postcourse anatomy knowledge assessment and an anatomy self-efficacy scale. Course evaluations included a Likert scale and open-ended responses regarding instructional strategies and assessment flexibility. Faculty reflections on the logistical challenges involved with the CBE assessment process were also analyzed.

Outcomes: Learners demonstrated significant improvements in anatomical knowledge [ t (13.0), P < .001, d = 2.4] and anatomical self-efficacy [ t (8.0), P < .001, d = 1.5]. Course evaluations were overwhelmingly positive, with strong agreement on engagement in asynchronous (76%) and synchronous (86%) sessions. Most learners (83%) found assessments clinically relevant.

Discussion and conclusion: Teaching clinical anatomy within an integrated CBE course successfully enhanced learner knowledge and self-efficacy. Flexible timelines supported learner autonomy, however, both faculty and learners noted timing issues that informed potential future refinements such as structured assessment windows. Despite faculty-identified logistical hurdles, the model demonstrates the feasibility of competency-based instruction and offers actionable insights for other physical therapist programs.

Keywords: Anatomy instructional methods; Authentic assessment; Competency-based education; Physical therapy; Self-efficacy.

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Conflict of interest statement

The authors declare no conflicts of interest.

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