Dependent on the school this is very accurate. I am very close with the dental, pharm, med, and pa students at my school. The rigor of this semester was more intense in terms of the anatomy, evidence based practice, and even physio (I will get to this later) we were tested on for our practicals. Imagine having an artery on a cadaver tagged, needing to recall the nerve that runs with it, and the innervation of the four muscles grouped as well as all of the actions of those muscles. The question would be if there is nerve damage at this point past the plexus, then what actions would be lost and what actions would be weakened from compensatory muscles. Dermatome distribution was heavy as well.
The evidence based practice course involved a semester long of critical critique of projects on pubmed and implementation of prognostic factors and interventions in the clinic. After more and more analysis and groupwork you start to develop the ability to call out bs pubmed articles that get published which can help if patients walk into a clinic with a self diagnosis and you have to convince them otherwise. Considering the pandering for funding occurring everywhere it's good to call out nonsense as well. The evidence based medicine course att he same institution was part of a block and there wasn't a single project for application of the material. I have no idea if that is made up somewhere.
Physio was more intense this semester but it was simply a rush. I currently know more about renal physiology, compensatory mechanisms for metabolic and respiratory alkalosis and acidosis as well as some standard GI compared to the med students which is stupid. This will change though since they have their systems blocks I'm assuming though. I can essentially have conversations with them who are older about it, but I don't know it to the detail that the older students will know...I believe.....and I shouldn't. I;m never getting paid to do dialysis. To be completely honest....it's really frustrating actually. I'm being overtrained in that subject and it is giving me things to do to take up time.
As for biomechanics and neuro, to my understanding the depth of that coursework is much more in depth in my program. Especially biomechanics obviously. The neuro starts with neuroscience coupled with cadaver dissection and cranial nerves etc. There are then two more courses in neurorehabiliation in the program which are pretty rough from hearsay.
Our anatomy coursework is an entire year (yes, it is complete and full dissection. I had to know every origin (sometimes up to 5), insertion (sometimes up to three and if it was "proximal 1/3 anterior lateral shaft of the femur" then I had to have those semantics down pat for full points (so much time in cadaver lab), nerve innervation (including nerve branches like deep ulnar, radial posterior interosseus, median anterior interosseus, and actions (sometimes up to 5) for the final. It was absolute hell.
We don't take biochem fundamentals but we go into alpha and beta receptors, all your hormones, what are released from your neurons, proton pumps etc. However, it doesn't go into quite as much depth.....and it shouldn't.
Musculosketal I and II build directly off of anatomy as well as neuro. The pharmacology coursework is comparable to nursing pharmacology from what I hear and our diseases coursework is apparently difficult but I am in no position to compare.
Think of it this way.......
Med students prescribe and have to know their 300 medications down pat for step 1 for high yield answers. PTs should be able to have conversations at the hospital or clinic without being experts on those but not sound like an idiot. PTs have to have anatomy, neuro, and musculosketal down pat for their licensure exam.
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According to a PT student, their schedules are similar and just as hard
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