Journal of Chiropractic Education最新文献

{"title":"The CHIRO-Force peer-assisted learning program for manual therapy education.","authors":"Makéla Jeffrey-Watson, Jade Gagnon, Danica Brousseau, Jean-Luc Gauthier, François Perron, Sébastien Robidoux, Isabelle Pagé","doi":"10.7899/JCE-25-27","DOIUrl":"10.7899/JCE-25-27","url":null,"abstract":"<p><strong>Objective: </strong>Peer mentoring is increasingly valued in healthcare education for developing professional and clinical competencies. In the chiropractic program at our university, Force-Sensing Table Technology (FSTT®) was first integrated to enhance manual therapy training. After this, the CHIRO-Force Peer-Assisted Learning (PAL) program was launched as a collaborative learning process to further train students in practical skills related to chiropractic manual therapies. This paper introduces the program and reports findings from its first year.</p><p><strong>Methods: </strong>The CHIRO-Force program was structured and evaluated using the PAL learning framework. After pilot funding approval, 2 fourth-year students were selected as mentors. Then, they and 2 faculty members completed intensive training from the developers of the FSTT® technology. Mentors then designed session protocols and organized a booking system. Mentees were invited to complete a short questionnaire after each session and a comprehensive one at the end of the pilot year. The program launched in September 2023 and the pilot year ended in April 2024.</p><p><strong>Results: </strong>Mentors created 5 distinct session protocols and each dedicated about 5 hours weekly to mentoring. From September to April, more than 100 sessions were provided, involving over 100 students. Group mentoring was also integrated into clinical internships. Feedback was highly positive, with 97% of sessions rated as \"highly appreciated\".</p><p><strong>Conclusion: </strong>The CHIRO-Force PAL program shows promise in supporting students' practice of spinal manipulative therapy outside class. Future steps include assessing its impact on clinical competency and self-efficacy.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"40 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2026-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13399062/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148580701","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":"Chiropractic students' perceived preparedness in diagnosing and managing headache disorders at a selected university.","authors":"Tamia Abrahams, Ashura Abdul-Rasheed","doi":"10.7899/JCE-25-2","DOIUrl":"10.7899/JCE-25-2","url":null,"abstract":"<p><strong>Objective: </strong>To explore and describe master's chiropractic students' self-perceived preparedness in diagnosing and managing headache disorders.</p><p><strong>Methods: </strong>A qualitative, exploratory, descriptive design was used. Thirteen master's chiropractic students participated in semistructured interviews guided by an interview protocol. Interviews were thematically analyzed using Tesch's 8-step approach.</p><p><strong>Results: </strong>Participants reported and expressed limited preparedness and low initial confidence in diagnosing and managing headache disorders. Educational and environmental challenges were identified as key roles in this result whilst clinical exposure positively influenced students' perceptions of their preparedness.</p><p><strong>Conclusion: </strong>The exploration of students' self-perceived preparedness in diagnosing and managing headache disorders identified multiple contributing factors. Educational and environmental challenges were associated with feelings of limited preparedness. However, increased clinical exposure enhanced both confidence and perceived competence.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"40 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2026-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13366475/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148580664","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 need to revise chiropractic education standards in the United Kingdom: Adapting to progress.","authors":"Gabrielle Swait, Daniel B Moore, Philip A G Dewhurst, Penelope A Bance","doi":"10.7899/JCE-25-23","DOIUrl":"10.7899/JCE-25-23","url":null,"abstract":"<p><strong>Objective: </strong>Health regulators in the United Kingdom fulfill their statutory duty to maintain high standards of education and training of health professionals by setting standards for education. Ensuring standards are contemporary and fit for purpose is fundamental to this function. This research aimed to evaluate whether the Education Standards (ES) of the General Chiropractic Council (2017) remained fit for purpose in 2021 or whether revisions were needed to meet current and future competency requirements for chiropractic graduates.</p><p><strong>Methods: </strong>An exploratory, qualitative methodology was followed. The ES were comparatively mapped to relevant standards, authoritative practice, and quality assurance frameworks from other health care and higher education regulators, professional and chartered bodies. Areas of difference from other standards and frameworks were identified and substantive differences described.</p><p><strong>Results: </strong>Twenty-two global and national frameworks and standards were mapped. Health care disciplines included physiotherapy, medicine, and osteopathy. Subjects included musculoskeletal capabilities, rehabilitation, safety curricula, person-centered approaches, dementia training, research competencies, and education. Twenty substantive areas not captured in the ES or requiring strengthening were identified. These included person-centered approaches, safety and quality, rehabilitation, prevention and health promotion, psychologically informed approaches, interprofessional practice, collaborative care, integration of evidence into practice, digital readiness, and reflective practice. Substantive areas linked to program delivery included protecting the interests of patients in an education setting, clinical learning (including interprofessional), and the culture of research and evidence.</p><p><strong>Conclusion: </strong>Although broadly fit for purpose, mapping indicated the ES were falling out of step with the evolving wider health care community, supporting recommendations for high level revisions.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"40 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2026-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13366477/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148425344","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":"Stakeholder Engagement: Fostering Connections and Improving Communications in Chiropractic Education. Chiropractic Educators Research Forum (CERF), December 6, 2025.","authors":"","doi":"10.7899/JCE-26-9","DOIUrl":"10.7899/JCE-26-9","url":null,"abstract":"<p><p>The Chiropractic Educators Research Forum (CERF) convened a conference on December 6, 2025. During the meeting, presenters and panelists took an in-depth look at concepts and research related to educators and chiropractic programs engaging stakeholders.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"40 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2026-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13366476/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148424644","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 test-retest reliability of the chiropractic professional identity embodiment scale.","authors":"Tanja T Glucina, Christian U Krägeloh, Kirsten Spencer, Kelly Holt","doi":"10.7899/JCE-25-25","DOIUrl":"10.7899/JCE-25-25","url":null,"abstract":"<p><strong>Objective: </strong>The study evaluated the test-retest reliability of the scores obtained from the Chiropractic Professional Identity Embodiment Scale (CPIES), a brief self-report tool assessing professional identity in chiropractors and students.</p><p><strong>Methods: </strong>Students were invited across all 4 year levels at a chiropractic college to complete an online survey featuring 15 CPIES statements rated on a 5-point Likert scale. The survey was administered twice, 4 weeks apart, with participants matched across time points using three sociodemographic identifiers. Test-retest reliability was assessed using the intraclass correlation coefficient (ICC) with a 2-way mixed-effects model for absolute agreement.</p><p><strong>Results: </strong>Due to anonymous participation, the exact response rate could not be calculated; the estimated response rate was 24%. Of these respondents, 23 participants (35%) were matched across 2 time points. The CPIES sum score demonstrated good to excellent test-retest reliability (ICC = 0.92; 95% CI, 0.81-0.97). Most items demonstrated moderate reliability across assessments.</p><p><strong>Conclusion: </strong>Data collected using the CPIES demonstrated good to excellent test-retest reliability, supporting its temporal stability. This provides further evidence to support use of the CPIES in research, education, and policy, when professional identity is increasingly recognized as a key competency.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"40 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13326607/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148370298","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":"Quality assessment of OSCE-style examinations in a chiropractic program: A follow-up report.","authors":"Alice E Cade, Kirk D W Stevens, Imran Amjad, Marina Fox, Kelly Holt","doi":"10.7899/JCE-25-24","DOIUrl":"10.7899/JCE-25-24","url":null,"abstract":"<p><strong>Objective: </strong>This study aimed to evaluate the quality of 3 objective structured clinical examinations (OSCEs) administered at a chiropractic college in 2024. The focus was on applying postexamination quality assurance methods suitable for small cohorts to assess examiner consistency, scoring patterns, and how well the exams distinguished between different levels of student performance.</p><p><strong>Methods: </strong>Data were collected from 3 summative OSCEs: Clinic Entrance, Chiropractic Management, and Introduction to Chiropractic Practice. Borderline regression was used to calculate cut-scores. Additional QA metrics included number of failures, coefficient of determination (R2), intergrade discrimination, and between-group variation.</p><p><strong>Results: </strong>Cut-scores for most OSCE stations were above the standard 70% threshold, indicating generally strong student performance. The exception was the neurological station in the Clinic Entrance exam, which had a cut-score of 66.7% and a failure rate of 53.1 percent. R2 values ranged from 0.40-0.79, with several stations showing moderate to strong alignment between checklist scores and overall examiner judgments. Between-group variation ranged from 40.9-79.5, suggesting examiner consistency varied across stations. Intergrade discrimination was low overall, indicating limited discrimination between performance levels and some examiner inconsistency.</p><p><strong>Conclusion: </strong>Evidence-informed analysis of examinations is an important aspect of quality control in teaching. These findings suggest that OSCE quality is constrained more by examiner inconsistency and weak intergrade discrimination than by student performance per se. Targeted calibration of examiners and program-level redesign of station checklists and global rating scales are priorities for quality improvement.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"40 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13326608/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148370303","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":"A needs assessment survey for improving library support for chiropractic faculty research.","authors":"Jennifer A Smith","doi":"10.7899/JCE-26-2","DOIUrl":"10.7899/JCE-26-2","url":null,"abstract":"<p><strong>Objective: </strong>The purpose of this study was to investigate the services and resources health sciences libraries and librarians can provide to support chiropractic faculty in conducting research and increase institutional research capacity.</p><p><strong>Methods: </strong>A one-time, anonymous, online survey was administered to a convenience sample of 120 faculty at a North American chiropractic college in December 2024. The 11-item questionnaire was adapted from prior research in academic health sciences libraries and included both quantitative and qualitative questions about respondents' research interests, experience, needs and library use. Descriptive data analysis was completed.</p><p><strong>Results: </strong>The survey was completed by 39 faculty (response rate = 32.5%). Seventy-four percent (n = 29) of respondents had sought research assistance from the library. The areas of greatest interest in library research support were literature searching (56%, n = 20), citation management (53%, n = 19), data analysis (53%, n = 19), research design (39%, n = 14), and journal selection (39%, n = 14). Fifty-six percent (n = 22) of respondents were interested in library research workshops, particularly asynchronous video training. Respondents reported the following research interests: educational research (62%, n = 24), case reports (46%, n = 18), clinical research (44%, n = 17), evidence synthesis (38%, n = 15), historical research (23%, n = 9), and other (5%, n = 2).</p><p><strong>Conclusion: </strong>Most respondents had sought research assistance from the library in the past, and more than half were interested in future research training from the library which suggests that the library supports research capacity building within the organization.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"40 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13317491/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148580568","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":"Design and usability-testing of an asynchronous online course for concussion management: Pedagogical framework and early impact on clinician confidence.","authors":"Joshua Plener, Gaelan P Connell, Carol Cancelliere, Scott Howitt","doi":"10.7899/JCE-26-3","DOIUrl":"10.7899/JCE-26-3","url":null,"abstract":"<p><strong>Objective: </strong>The objectives of this study were to (1) describe the pedagogical framework and design of an asynchronous online concussion management course for clinicians and (2) report usability testing results.</p><p><strong>Methods: </strong>A multidisciplinary team developed an interactive, evidence-based course in Articulate Rise 360 software. Modern instructional strategies were incorporated, including chunking, quizzes, gaming elements, video demonstrations, and clinical vignettes. Content drew on current guidelines for adult and pediatric concussion and the 6th International Consensus on Concussion in Sport. Usability testing was conducted with a convenience sample of clinicians using an adapted System Usability Scale, Likert ratings for relevance and impact, and open-ended questions. The course was refined based on participant feedback.</p><p><strong>Results: </strong>Eight clinicians (3 physiotherapists, 3 chiropractors, 2 occupational therapists) from 3 Canadian regions completed usability testing. All participants (8/8) felt confident using and navigating the course, with 7/8 (87.5%) agreeing that its functions were well integrated. All participants reported improved confidence in adult concussion assessment and management, and 7/8 (87.5%) in adolescent concussion management. Although 7/8 (87.5%) felt confident assessing persistent symptoms, only 3/8 (37.5%) felt confident managing them. Qualitative feedback emphasized interactivity and convenience as strengths and suggested improvements to navigation and content scope.</p><p><strong>Conclusion: </strong>An asynchronous online concussion management course engaged clinicians and enhanced confidence in concussion assessment and management. Future research should evaluate its long-term impact on clinical practice.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"40 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2026-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13339855/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148580710","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":"Work-life balance and mental and social well-being among chiropractic educators in Malaysia: A qualitative study.","authors":"Yi Kai Wong, Samuel Min Qian Heu, Yu Hang Chua","doi":"10.7899/JCE-25-21","DOIUrl":"10.7899/JCE-25-21","url":null,"abstract":"<p><strong>Objective: </strong>This study explored chiropractic educators' perceptions of work-life balance and its perceived implications for mental and social well-being in Malaysia.</p><p><strong>Methods: </strong>A descriptive qualitative study was conducted using purposive sampling of full-time chiropractic educators with varied gender, academic experience, administrative responsibility, and clinical supervision load. Ten faculty members consented to participate and completed semistructured interviews conducted in person or by videoconference. Interviews were audio-recorded, transcribed verbatim, and analyzed using reflexive thematic analysis.</p><p><strong>Results: </strong>Seven themes were identified: blurred boundaries and overwork; role identity tension across educator, clinician, researcher, and student roles; collegial support as a buffer; community belonging, ranging from solidarity to estrangement; boundary negotiation and personal rules; cultural and interpersonal friction; and institutional friction tied to administrative intensification and leadership signals. These were organized into 4 domains: work-life balance, social well-being, mental well-being, and institutional support.</p><p><strong>Conclusion: </strong>Chiropractic educators in Malaysia described blurred work-life boundaries, competing role demands, and institutional and cultural factors that shaped their mental and social well-being. Experiences of collegial support and boundary negotiation varied across participants and influenced perceived capacity for recovery and social connection. Together, these findings highlight the interplay between individual practices and institutional contexts in shaping educator well-being.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"40 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2026-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13339856/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148580642","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":"Association of Chiropractic Colleges Educational Conference and Research Agenda Conference 2026: Connected Care.","authors":"","doi":"10.7899/JCE-26-6","DOIUrl":"10.7899/JCE-26-6","url":null,"abstract":"<p><p>This conference was convened by the Association of Chiropractic Colleges in Kansas City, Missouri from March 26 to 28, 2026. The theme for this Association of Chiropractic Colleges Educational Conference and Research Agenda Conference program was Connected Care. This document includes the names of the Peer Review Committee members and the platform and poster abstracts presented at the conference.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"40 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2026-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13004661/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147487833","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}