Specific Educational Strategies Using the Anatomage Table for Physical and Occupational Therapy Students: A Questionnaire-Based Survey

Akira Yoshikawa^1,2,3*Ryo Takagi^1,4Megumi Enokida^2,5,6

• ¹Department of Medical Basics, Specialty and Education, Division of Morphology, Anatomy and physiology, Showa University, Graduate School of Nursing and Rehabilitation Sciences, Yokohama, Kanagawa, Japan
• ²Division of Health Science Education, Showa Medical University, School of Nursing and Rehabilitation Sciences, Yokohama, Japan
• ³Department of Physiology, Showa Medical University, School of Medicine, Tokyo, Japan
• ⁴Department of Rehabilitation, Division of Physical Therapy, Showa Medical University, School of Nursing and Rehabilitation Sciences, Yokohama, Japan
• ⁵Department of Medical Basics, Specialty and Education, Division of Health Science Education, Showa Medical University, Graduate School of Nursing and Rehabilitation Sciences, Yokohama, Japan
• ⁶Department of Nursing, Showa Medical University, School of Nursing and Rehabilitation Sciences, Yokohama, Japan

Introduction: Anatomy and physiology are important basic medical sciences and foundational subjects in rehabilitation courses. The Anatomage table, enables students to explore human anatomy in three dimensions and may enhance academic motivation. However, specific educational strategies using this tool remain unclear. This study aimed to identify effective approaches for rehabilitation students using the Anatomage table, guided by Kolb’s Experiential Learning Cycle (ELC). Methods: Six neurophysiology lectures were followed by two specially designed tasks (a report and a quiz). Physical and occupational therapy students completed both assignments and subsequently provided feedback through a questionnaire. Qualitative content analysis and correspondence analysis were subsequently conducted. Results: Our findings revealed that the assignments left a positive impression on many students, enhanced their understating of the human body’s 3D structure, and promoted peer collaboration. The report assignment, which was associated with “Concrete Experience” and “Reflective Observation” in the ELC, was generally perceived as more engaging than the quiz. However, it also revealed that students found both assignments difficult without the required prior knowledge or preparation. The clear instructional videos and stable system performance improved usability, whereas scheduling constraints and limited foundational knowledge were perceived as challenges. Discussion: These findings suggest that the assignments conducted using this tool support the visual learning preferences typical of early-year rehabilitation students. The sequential use of report and quiz tasks may enhance experiential learning by linking reflection and active experimentation. Integrating such technology-enhanced strategies within a pedagogical framework can suggest complement traditional lectures and cadaver-based anatomy education.