The Journal of chiropractic education最新文献

{"title":"Classroom recordings: Utilization and influence on course performance.","authors":"Amberly A Ferguson, Lia M Nightingale","doi":"10.7899/JCE-23-21","DOIUrl":"https://doi.org/10.7899/JCE-23-21","url":null,"abstract":"OBJECTIVE\u0000Providing video recordings of lecture material may enhance student flexibility, but does it alter attendance or influence their grade? This project assessed the extent and purpose of video usage by students and evaluated their impact on course performance within first-year basic science courses in a chiropractic curriculum.\u0000\u0000\u0000METHODS\u0000All first-year students enrolled at a chiropractic college based in the United States were invited to complete a retrospective survey regarding video usage, attendance, and study behaviors for basic science courses they were enrolled during the previous term. Grades were third-party obtained for each consenting student. Statistical analysis included descriptive statistics and independent t tests for each course. Effect size using Cohen's d was calculated for all statistically significant courses (p < .05).\u0000\u0000\u0000RESULTS\u0000Overall, 260 students completed the questionnaire assessing 18 courses in total. The perceived helpfulness of video recordings was associated with heavier usage, primarily to study for exams. Shorter summary videos were preferred by 78% of students over full lecture recordings. Use of videos to replace lectures increased from 21.9% to 53.2% in first through third trimester, respectively. Video use in Neuroanatomy I, Neuroanatomy II, Gross Anatomy II, Organ Histology, and Endocrinology were associated with lower exam scores and overall grades (p < .05), yielding moderate to large effect sizes.\u0000\u0000\u0000CONCLUSION\u0000Videos were used < 1 hour per week, primarily to study for exams. When used as a study tool, video use decreased course performance. Rewatching videos to prepare for exams may be mistaken for mastery of material.","PeriodicalId":214673,"journal":{"name":"The Journal of chiropractic education","volume":"6 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140660636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The development and introduction of entrustable professional activities at 2 community-based chiropractic student preceptorship sites in the United States.","authors":"Jordan A. Gliedt, K. S. Mathers, Jeff King, Michael J Schneider, Michael R Wiles","doi":"10.7899/JCE-23-26","DOIUrl":"https://doi.org/10.7899/JCE-23-26","url":null,"abstract":"OBJECTIVE\u0000Entrustable professional activities (EPAs) have seen widespread adoption in medical education and other health professions education. EPAs aim to provide a bridge between competency-based education and clinical practice by translating competencies into fundamental profession-specific tasks associated with clinical practice. Despite the extensive use of EPAs in health professions education, EPAs have yet to be introduced into chiropractic education. The purpose of this paper is to describe the development and introduction of EPAs as part of 2 community-based chiropractic student preceptorship education programs in the United States.\u0000\u0000\u0000METHODS\u0000EPAs were developed and introduced at 2 community-based chiropractic preceptorship sites in 5 distinct steps: (1) differentiating EPAs from competencies, learning objectives, and knowledge, skills, and attitudes; (2) identifying EPAs; (3) mapping EPAs to competencies and necessary experience, knowledge, and skills; (4) designing EPA assessment strategies; and (5) implementing the use of EPAs.\u0000\u0000\u0000RESULTS\u0000A total of 13 individual EPAs were developed and mapped to Council on Chiropractic Education meta-competency outcomes and underlying experience, knowledge, and skills. Three assessment tools were created to evaluate student entrustability for EPAs and enhance student self-assessment. The EPAs and assessment tools were integrated into chiropractic student preceptorships at each site.\u0000\u0000\u0000CONCLUSION\u0000This paper describes the development and introduction of EPAs at 2 community-based chiropractic preceptorship sites. Future research is needed to develop and standardize EPA use and assessment, and to evaluate outcomes associated with EPA use.","PeriodicalId":214673,"journal":{"name":"The Journal of chiropractic education","volume":" 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140690991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Online vs in-person delivery of preclinical coursework: A retrospective cohort study evaluating National Board of Chiropractic Examiners performance.","authors":"Brian R Anderson, Dustin C. Derby, Robert E Percuoco","doi":"10.7899/JCE-23-12","DOIUrl":"https://doi.org/10.7899/JCE-23-12","url":null,"abstract":"OBJECTIVE\u0000To evaluate the association between basic science curriculum delivery method with other academic and demographic factors on National Board of Chiropractic Examiners (NBCE) part I pass rates.\u0000\u0000\u0000METHODS\u0000This was a retrospective cohort study of students from 3 campuses of 1 chiropractic institution who matriculated in 2018 or 2020. COVID-19 regulations required online delivery of a basic science curriculum for students in the 2020 cohorts, whereas students in the 2018 cohorts experienced a traditional classroom delivery. A general linear model estimated odds ratios for passing NBCE part I, comparing individual online cohorts with the combined classroom cohort while adjusting for academic and demographic variables.\u0000\u0000\u0000RESULTS\u0000A total of 968 students were included, 55% from the classroom cohort. The spring 2020 cohort had the fewest students with bachelors' degrees (59%) and more students with high in-program grade point averages (GPA; 61%) along with the lowest estimated odds ratio [0.80 (95% CI: 0.73-0.87)] for passing vs the classroom cohort. The fall 2020 cohort had significantly higher odds [1.06 (95% CI: 1.00-1.03)] of passing vs the classroom cohort. Additional predictors included main campus matriculation, white ethnicity, bachelors' degree, no alternative admission status, and in-program GPA. Students with high in-program GPA (vs low) had a 36% increased odds of passing.\u0000\u0000\u0000CONCLUSION\u0000Compared to the classroom cohort, the spring 2020 cohort had the lowest odds while the fall 2020 cohort had the highest odds of passing part I. In-program GPA had the highest association with passing. These results provide information on how curriculum delivery impacts board exam performance.","PeriodicalId":214673,"journal":{"name":"The Journal of chiropractic education","volume":"359 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140698013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Education and patient care in a chiropractic teaching clinic: An organizational approach to health and safety during the COVID-19 pandemic.","authors":"Donna H Odierna,&nbsp;Monica Smith","doi":"10.7899/JCE-21-37","DOIUrl":"https://doi.org/10.7899/JCE-21-37","url":null,"abstract":"<p><strong>Objective: </strong>The academic teaching clinic at our chiropractic college in California remained open beginning in the early stages of the COVID-19 pandemic and shelter-in-place order requiring individuals to stay at home except for essential activities. We report the experiences described by health center personnel who were present during the shelter-in-place early stages.</p><p><strong>Methods: </strong>Narrative approach and descriptive thematic analysis of transcripts of 15 interviews with faculty, staff, and student interns. Report of key events and processes for developing ongoing COVID-related policies and procedures to conform with state and county public health mandates.</p><p><strong>Results: </strong>Themes included (1) Organizational processes and procedures; (2) Perceptions of safety; (3) Successful adaptations and responses; (4) Challenges; (5) Mental health and well-being; (6) Unanticipated benefits and opportunities; and (7) Reflections on chiropractic philosophy. Participants' initial fears diminished as they gained confidence in the safety conferred by the new procedures and a returning sense of normalcy. They discussed the importance of social connection, chiropractic wellness philosophy, and their personal beliefs within the context of the pandemic and public health mandates. Despite initial reductions in numbers of patients and procedures that could be performed, patients received continuing chiropractic care and interns were able to complete their academic requirements while experiencing unique learning opportunities.</p><p><strong>Conclusion: </strong>Despite substantial challenges, the rapid response in the early stages of the pandemic enabled the college to fulfill the multiple missions of providing patient care, community support, and uninterrupted clinical education to student interns while conforming to public health mandates and guidelines.</p>","PeriodicalId":214673,"journal":{"name":"The Journal of chiropractic education","volume":" ","pages":"103-109"},"PeriodicalIF":0.8,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9536231/pdf/i2374-250X-36-2-103.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40573484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluating the baseline auscultation abilities of second-year chiropractic students using simulated patients and high-fidelity manikin simulators: A pilot study.","authors":"Sophia A da Silva-Oolup,&nbsp;Dominic Giuliano,&nbsp;Brynne Stainsby,&nbsp;Joshua Thomas,&nbsp;David Starmer","doi":"10.7899/JCE-21-1","DOIUrl":"https://doi.org/10.7899/JCE-21-1","url":null,"abstract":"<p><strong>Objective: </strong>To assess the ability of 2nd-year students to identify normal and abnormal findings during cardiac and lung auscultation using high-fidelity manikin simulators and standardized patients. A secondary objective was to assess students' perceived competence and confidence in their abilities.</p><p><strong>Methods: </strong>This was a descriptive pilot study of randomly selected 2nd-year students at 1 chiropractic training program. Participants were asked to perform cardiac and lung auscultation on high-fidelity manikins (2 stations) and standardized human patients (2 stations) with normal and abnormal auscultation sounds. Participants described the auscultated sound as \"abnormal\" or \"normal\" and were also asked to score their confidence in describing the sound and competence in performing auscultation on a 100-mm visual analog scale. Descriptive statistics were calculated for all study variables.</p><p><strong>Results: </strong>Thirty-two students (23 women and 9 men) were included. For lung auscultation, 15.6% were incorrect on the human subject and 6.2% were incorrect on the manikin. For cardiac auscultation, 62.5% were incorrect on the human subject and 40.6% were incorrect on the manikin. Confidence mean scores ranged from 34.8 to 60. Competence mean scores ranged from 34.8 to 50.</p><p><strong>Conclusion: </strong>Results identified that 2nd-year students from 1 institution were correct in identifying an abnormal sound during lung auscultation but reported low levels of perceived competence or confidence in their responses. They performed poorly on cardiac auscultation and reported low perceived confidence and competence in their abilities to perform cardiac auscultation and identify sounds.</p>","PeriodicalId":214673,"journal":{"name":"The Journal of chiropractic education","volume":" ","pages":"172-178"},"PeriodicalIF":0.8,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9536226/pdf/i2374-250X-36-2-172.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40573485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Academic Integrity for All: Building Better Professionals: Chiropractic Educators Research Forum (CERF), June 25, 2022.","authors":"","doi":"10.7899/JCE-22-15","DOIUrl":"https://doi.org/10.7899/JCE-22-15","url":null,"abstract":"<p><p>This conference was convened by the Chiropractic Educators Research Forum (CERF) on June 25, 2022. This meeting provided a forum for the presentation of scholarly works in education theory and practice. This conference specifically focused on research related to academic integrity and professionalism. During the June 2022 CERF meeting, presenters and panelists took an in-depth look at how chiropractic programs work to address academic integrity.</p>","PeriodicalId":214673,"journal":{"name":"The Journal of chiropractic education","volume":" ","pages":"199-200"},"PeriodicalIF":0.8,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9536227/pdf/i2374-250X-36-2-199.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40331630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Musculoskeletal anatomy core syllabus for Australian chiropractic programs: A pilot study.","authors":"Rosemary Giuriato BSc, G. Štrkalj, T. Prvan, N. Pather","doi":"10.7899/JCE-21-18","DOIUrl":"https://doi.org/10.7899/JCE-21-18","url":null,"abstract":"OBJECTIVE\u0000The aim of this study is to conduct a pilot survey to determine core anatomy content for chiropractic curriculum based on the perception of chiropractors and anatomy educators involved in teaching in an Australian chiropractic program.\u0000\u0000\u0000METHODS\u0000A survey of anatomical structures previously used in a medical survey, with similar criteria for synthesizing responses, was used and classified according to whether the respondents rated an item as essential, important, acceptable, or not required in a chiropractic program. The item was scored as core if ≥60% of respondents rated it essential, recommended if 30%-59% rated it essential, not recommended if 20%-29% rated it essential, or not core if <20% rated it essential.\u0000\u0000\u0000RESULTS\u0000The respondents rated 81.6% of all musculoskeletal concepts as core and 18.4% as recommended, 88.8% of the vertebral column items as core, and 11.2% of the items as recommended, 69.4% upper limb and pectoral girdle items as core, 23.7% of items as recommended, 5.5% as not recommended and 1.3% as not core items for inclusion, 85.3% of all lower limb and pelvic girdle items as core, 14.4% as recommended and 0.3% not recommended.\u0000\u0000\u0000CONCLUSION\u0000Chiropractors and anatomists involved in teaching in an Australian chiropractic program rated most musculoskeletal items as essential for inclusion in a chiropractic teaching program to ensure adequate preparation for safe practice and to promote alignment with the standards of anatomy education delivered into the clinical professions.","PeriodicalId":214673,"journal":{"name":"The Journal of chiropractic education","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132577179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preparing for the Future: Diversity in Chiropractic Education: Chiropractic Educators Research Forum (CERF), December 4, 2021.","authors":"","doi":"10.7899/JCE-21-49","DOIUrl":"https://doi.org/10.7899/JCE-21-49","url":null,"abstract":"This conference was convened by the Chiropractic Educators Research Forum (CERF) on December 4, 2021. This meeting provided a forum for the presentation of scholarly works in education theory and practice. This conference specifically focused on research related to diversity, equity, and inclusion. During the December 2021 CERF meeting, presenters and panelists took an in depth look at how chiropractic programs work to address diversity issues in the changing landscape of healthcare and to address the needs of the world population.","PeriodicalId":214673,"journal":{"name":"The Journal of chiropractic education","volume":"109 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133364298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Chiropractic techniques and treatment modalities included in academic programs: A survey of chiropractic educational institutions.","authors":"Élisa Dubuc, I. Pagé, P. Boucher, Danica Brousseau, Sébastien Robidoux, Marc-André Blanchette","doi":"10.7899/JCE-21-32","DOIUrl":"https://doi.org/10.7899/JCE-21-32","url":null,"abstract":"OBJECTIVE\u0000The chiropractic techniques that chiropractors learn during their training strongly influence the nature of treatments provided by chiropractors and their professional identity. The objective of this project is to provide an exhaustive description of all chiropractic techniques and treatment modalities taught in chiropractic educational institutions.\u0000\u0000\u0000METHODS\u0000International experts were solicited to provide feedback on the exhaustivity and clarity of our preliminary questionnaire. Following the expert suggestions, we administered our cross-sectional survey representatives of all chiropractic education institutions listed on the World Federation of Chiropractic website. We also asked the contact information for an additional contact from each institution and surveyed them for triangulation purposes.\u0000\u0000\u0000RESULTS\u0000Among the 47 chiropractic education institutions surveyed, 29 completed our survey (response rate: 62%) of which 18 (62%) had 2 respondents. Among all the chiropractic techniques and treatment modalities investigated, only the Diversified technique was included in the core curriculum of all responding institutions. A considerable proportion of the techniques or modalities studied were not included in the educational activities of the institutions, particularly within the manual tonal or reflex techniques, instrument-assisted articular techniques, as well as the other techniques or modalities categories. Surprisingly, exercise prescription was not included in the core curriculum of all the institutions. Some scientifically challenged approaches were included in the educational activities of more than 40% of the institutions.\u0000\u0000\u0000CONCLUSION\u0000The portfolio of therapeutic teaching varies greatly between chiropractic educational institutions. A more standardized therapeutic curriculum could be beneficial to reduce public and interprofessional confusion toward therapeutic approaches in chiropractic.","PeriodicalId":214673,"journal":{"name":"The Journal of chiropractic education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133373112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of a sudden change in curriculum delivery mode in postgraduate clinical studies, following the COVID-19 pandemic.","authors":"Martin Frutiger, S. Whillier","doi":"10.7899/JCE-21-31","DOIUrl":"https://doi.org/10.7899/JCE-21-31","url":null,"abstract":"OBJECTIVE\u0000To examine the effect of a change in the delivery mode of clinical neurology, a postgraduate subject at Macquarie University, following COVID-19 restrictions on face-to-face teaching.\u0000\u0000\u0000METHODS\u0000Participants were master of chiropractic students (n = 212) who completed 2019 or 2020 clinical neurology. The main outcome measure was a comparison of objective structured clinical examination (OSCE) marks between the 2019 and 2020 cohorts. The 2019 group underwent traditional, face-to-face learning, whereas the 2020 group were taught and examined remotely in session 1 but returned to campus in session 2. Descriptive analyses, between-group differences, and generalized linear models were performed.\u0000\u0000\u0000RESULTS\u0000Means for OSCE marks between the 2 groups were higher in the 2020 group in session 1 (p < .001). However, when students returned to campus in session 2, the means were significantly lower in the 2020 group compared with the 2019 group (p < .001). Generalized linear regression indicated that the web-based mode of delivery in 2020 might have had a significant impact on OSCE marks compared with their 2019 counterparts (p < .001).\u0000\u0000\u0000CONCLUSION\u0000The sudden change in the mode of delivery from face-to-face to remote learning and the change in testing methods in response to the global COVID-19 pandemic had a significant effect on clinical neurology student performance scores. The OSCE marks in the 2020 cohort for session 1 were higher than those in 2019. However, when the 2020 cohort returned to on-campus tutorials in session 2, their marks were lower than those of their 2019 counterparts.","PeriodicalId":214673,"journal":{"name":"The Journal of chiropractic education","volume":"231 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131679734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}