Doctor of physical therapy learner perspectives on using a novel card game to reinforce musculoskeletal clinical anatomy: A retrospective case study.

Document Type

Article

Publication Date

6-1-2026

Abstract

Multi-modal approaches to anatomy education improve learners' understanding and motivation. Gaming may enhance learning through improved engagement and motivation. This study explored experiences of learners using a novel anatomy card game. The purpose was to investigate experiences and perceptions of doctor of physical therapy (DPT) learners using the game. Forty learners participated in the game, which involved matching cards to create movement patterns. A survey of 10 statements, scored on a 5-point Likert scale (1 = strongly disagree and 5 = strongly agree), evaluated gameplay for: learning regional anatomy, muscle function, innervation, ease of gameplay, group dynamics, and learner preparedness. Open-ended questions explored: learners' feelings during gameplay, anatomy understanding, impact on motivation, and social aspects. Thirty-four learners responded to the survey. Likert scores (mean ± SD) are as follows: understanding regional anatomy 4.29 ± 0.84, understanding muscle anatomy 4.32 ± 0.77, understanding innervations 4.53 ± 0.66, improving group dynamics 4.29 ± 0.87, challenging game play 3.91 ± 1.03, fun to play 4.79 ± 0.41, utility 4.50 ± 0.83, include in course 4.53 ± 0.79, felt prepared to play 4.12 ± 0.77, felt prepared after play 4.29 ± 0.91. Nineteen learners responded to open questions (Q1 n = 4, Q2 n = 3, Q3 n = 4, Q4 n = 8). Key themes identified were: (1) competitive nature/strategizing improved motivation and (2) the social aspect allowed learners to work together. This study showed learners perceived a positive social and motivational impact of the game. Findings suggest interactive gaming methods can foster a more engaging and effective learning environment.

Publication Title

Anatomical Sciences Education

Volume

19

Issue

6

First Page

1015

Last Page

1020

PubMed ID

42080218

Comments

This article was published in Anatomical Science Education, Volume 19, Issue 6.

The published version is available at https://doi.org/10.1002/ase.70250.

Copyright © 2026 American Association for Anatomy.

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