Speech and language therapy (SLT) students perceive the learning of anatomy and neuroanatomy as one of the more challenging subjects within the SLT curriculum. The subject remains an obligatory one as there is an evolving role of the profession in clinical service areas with a strong medical focus e.g. dysphagia, neuro-rehabilitative intervention, acknowledged by the various accrediting professional bodies globally. Studies have looked at student learning experiences (Martin et al., 2016) and effectiveness of types of pedagogies (Skinder-Meredith, 2010, Javaid et al., 2018; Estai and Bunt, 2018) in enhancing knowledge acquisition and retention (Losco et al., 2017) as well as instilling a greater appreciation for its clinical relevance. The evidence points to an integrated approach and multi-modal teaching paradigms.

The anatomy and physiology course run within the newly introduced MSc in SLT at CUHK, adheres to this pedagogical framework. The course lectures are given by multiple faculty members (SLTs, ENT surgeons) with supported examples of pathological functions and clinical examples, supplemented with medical laboratory sessions where students have access to 3D anatomy models and the Anatomage table (interactive and life-size 3D anatomy visualization system). Cadavers and prosections are expensive and are more relevant to medical students and trainee surgeons. Other pedagogical elements include Computer-Aided Instruction (CAI) or Learning (CAL) and web-based computer animations, which offer better visualisation of structures. Another relevant learning enhancement is Living Anatomy, where students engage in Peer Physical Examination (PPE) e.g. oro-motor examination. Student feedback has been positive towards this integrated and multi-modal teaching paradigm.

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