Journal of Chiropractic Education最新文献

{"title":"Women's health and chiropractic: Educational audit and development of core competencies.","authors":"Carol Ann Weis, Danica Brousseau, Chantal Doucet, Deborah Kopansky-Giles, Cecilia Bergström, Francesca Wuytack, Joyce Lee, Barbara Drake-Land, Nichelle Gurule, Katherine A Pohlman","doi":"10.7899/JCE-25-7","DOIUrl":"10.7899/JCE-25-7","url":null,"abstract":"<p><strong>Objective: </strong>This study reviewed women's health (WH) curricula at chiropractic colleges and developed core competencies for WH.</p><p><strong>Methods: </strong>Instructors of chiropractic colleges who taught WH-related course(s) were contacted to complete a survey that gathered pertinent material, including course objectives and targeted competencies. Survey results were used to develop an initial set of WH competencies. These were presented at an international conference workshop, with feedback from attendees who chose to participate. An e-Delphi panel was convened to finalize the core competencies, which required greater than 80% consensus for approval of each statement.</p><p><strong>Results: </strong>Based on surveys from 7 institutions and 13 courses, 11 individuals at the international conference workshop recommended 62 core competencies within 10 domains, which were subsequently evaluated by 42 Delphi panelists (DP). After one round, all competencies met consensus.</p><p><strong>Conclusion: </strong>The study provided insight into the WH curriculum offered at participating chiropractic colleges. This resulted in a set of 10 domains and 62 core competencies to inform curricula that may be used by chiropractic training programs to enhance future chiropractors' knowledge and skills around WH across the lifespan and for post-graduate courses to ensure that proficiency may continue to advance in practice. These competencies go beyond women's reproductive health to include less considered milestones throughout the lifespan, including that gender is a social determinant of health, and the biological impact of social conditions, such as age in this population.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"40 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2026-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12983776/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147445478","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":"The assessment of second year chiropractic students' comfort and confidence modifying care for vulnerable patient groups: A cross-sectional survey.","authors":"Gregory J Snow, Dustin C Derby","doi":"10.7899/JCE-25-9","DOIUrl":"10.7899/JCE-25-9","url":null,"abstract":"<p><strong>Objective: </strong>To investigate chiropractic students' comfort and confidence levels in modifying care for vulnerable patient groups. A second aim is to present data on students' self-identification as belonging to one or more of these groups.</p><p><strong>Methods: </strong>A cross-sectional survey of 117 second-year students enrolled in a Special Populations course was conducted. Respondents selected special population groups (SPG) to which they identified as belonging. They rated their comfort interacting with and confidence levels modifying care for each SPG on a 5-point scale. A general patient group (GPG), representing patients not belonging to any SPG, served as a benchmark. Responses were grouped into 3 categories: those lacking comfort or confidence, those unsure or neutral, and those with comfort or confidence.</p><p><strong>Results: </strong>Comfort and confidence levels were found to be higher for the GPG than the SPG average. Perceptions of a sociocultural vulnerable subgrouping were much closer to GPG than a physically vulnerable subgrouping. Students perceived themselves most comfortable and confident with ethnically, racially, and religiously diverse patient groups and least comfortable and confident with physically and mentally disabled groups. Thirty-seven percent of respondents identified as belonging to one or more SPG.</p><p><strong>Conclusion: </strong>Respondents perceived their comfort levels to be higher than their confidence levels. Ratings for sociocultural vulnerable groups were higher than physically vulnerable groups. Gaps between comfort and confidence were higher in the sociocultural subgroup than the physically vulnerable subgroup. A significant minority of students identified as belonging to one or more of the studied groups.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"40 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2026-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12970944/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147370149","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":"Prevalence of burnout among chiropractic educators in Malaysia.","authors":"Yi Kai Wong, Kenn Yung Evan Chan, Leslie Ryan Raj","doi":"10.7899/JCE-24-16","DOIUrl":"10.7899/JCE-24-16","url":null,"abstract":"<p><strong>Objective: </strong>Burnout among educators, particularly in high-stress environments like chiropractic education, is a significant issue with implications for both educators' well-being and educational outcomes. This study examines the prevalence and levels of burnout among chiropractic educators at a Malaysian institution, using dual classification methods to compare prevalence estimates.</p><p><strong>Methods: </strong>A quantitative, descriptive, cross-sectional study was conducted with 15 chiropractic educators. Burnout was assessed using the Maslach Burnout Inventory-Educators Survey (MBI-ES), encompassing 3 subscales: Emotional Exhaustion (EE), Depersonalization (DP), and Personal Accomplishment (PA). Burnout profiles were classified using the 2016 and 2018 MBI manuals. Data were analyzed with descriptive statistics, Pearson correlation, t tests, regression, and Fisher exact test.</p><p><strong>Results: </strong>Using the 2016 classification method, most respondents exhibited moderate levels of emotional exhaustion (73.3%) and depersonalization (73.3%), while most reported low levels of personal accomplishment (86.67%). In contrast, the 2018 classification method identified 33.3% of respondents as Engaged and 13.3% as experiencing Burnout. Multiple regression revealed moderate but nonsignificant associations between age, sex, and EE and DP scores. Fisher exact test found no significant associations between sex and burnout profiles or subscale categories. Overall, burnout prevalence was 0% based on the 2016 criteria and 13.3% using the 2018 method.</p><p><strong>Conclusion: </strong>This study underscores variability in burnout prevalence depending on classification method. While burnout affects a portion of chiropractic educators, findings highlight the importance of tailored interventions to address specific dimensions of burnout and promote well-being. Institutions should consider adopting flexible frameworks to capture burnout's complexities and mitigate its effects on academic environments.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"40 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12947545/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147318281","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":"Frequency of patient-centered communication-related terminology in United States chiropractic curricula, chiropractic accreditation standards, and chiropractic national board content.","authors":"Aubrianna L Jones, Jordan A Gliedt, Patrick J Battaglia","doi":"10.7899/JCE-25-4","DOIUrl":"10.7899/JCE-25-4","url":null,"abstract":"<p><strong>Objective: </strong>The purpose of this study was to describe the frequency of patient-centered communication (PCC)-related terminology in US doctor of chiropractic degree program (DCP) curricula, chiropractic accreditation standards, and chiropractic national boards testing content.</p><p><strong>Methods: </strong>Sixteen academic course catalogs, Council on Chiropractic Education accreditation standards, and National Board of Chiropractic Examiners test plans for parts I-IV were collected from November 2024 through December 2024. The documents were searched using terminology related to patient-centered communication. Context of each term, frequency of use, and percentage of related terminology relative to the overall curriculum at each respective DCP are described.</p><p><strong>Results: </strong>The frequency of PCC-related terminology ranged from 2% to 17% in DCP required coursework. A total of 47% of DCP's in this study had a frequency of 5% or less of PCC-related terminology included in their curriculum. The most recent DCP accreditation standards outline a total of 8 Council on Chiropractic Education meta-competencies, 4 of which included terminology related to PCC. PCC-related terminology was absent from the National Board of Chiropractic Examiners primary test categories, with 2 instances found in the secondary test categories.</p><p><strong>Conclusion: </strong>There is large variability in frequency of PCC-related terminology used in US DCP curricula. Council on Chiropractic Education accreditation standards include PCC-related terminology in half of their stated meta-competencies. PCC-related terminology has limited representation in the National Board of Chiropractic Examiners test plans. Further study is needed to understand the real-time PCC-related content exposure that occurs within chiropractic education.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"40 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12947544/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147318057","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":"Prevalence of imposter phenomenon among chiropractic students at a South African university: A cross-sectional survey.","authors":"Muneebah Richards, Sharné Naidoo","doi":"10.7899/JCE-25-1","DOIUrl":"10.7899/JCE-25-1","url":null,"abstract":"<p><strong>Objective: </strong>Imposter phenomenon (IP), characterized by feelings of incompetence and self-doubt, is common among high-achieving individuals, including students. As chiropractic students transition into practice, they must develop clinical skills and confidence as IP can impair their decision making and patient interactions. This study aimed to explore the prevalence of IP among chiropractic students at a South African university and assess whether factors such as age, year of study, and clinical experience influence its occurrence.</p><p><strong>Methods: </strong>A cross-sectional quantitative design was employed, using an online survey completed by bachelor and master of health science chiropractic students (n = 258). The survey collected demographic information and included the Clance Imposter Phenomenon Scale (CIPS) to measure IP. Scores were rated on a scale of 100 with higher scores reflecting more frequent IP experiences. Data analysis involved frequency and descriptive statistics, reliability testing (Cronbach alpha), and demographic comparisons of IP scores.</p><p><strong>Results: </strong>The survey achieved a 47% response rate (n = 122) with 81% of respondents being female and ages ranging from 18 to 38 years. Most respondents (62%) lacked clinical experience. The mean CIPS score was 66.25 (SD = 17.02), suggesting frequent IP experiences. No significant differences in IP were observed across age, year of study, or clinical experience. Reliability testing yielded a strong Cronbach alpha of 0.94.</p><p><strong>Conclusion: </strong>Frequent IP experiences were identified among chiropractic students, potentially linked to challenges in developing knowledge and skills. These findings highlight the importance of offering targeted support to enhance students' sense of competence and confidence, aiding their professional growth.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"40 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12947543/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147318502","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":"But that's not the same as \"here's how\": a mixed-methods study of motivators and barriers to faculty research and scholarship in a chiropractic educational setting.","authors":"Amberly Ferguson, John Crouse, Kevin Percuoco, Breanne Wells, Alexander D Margrave, Patrik Schneider, Meredith Meyers, Kira Baca, Michael VanNatta, Tyler Chapin, Amanda Vozar, Kara Shannon, Dustin C Derby, Stacie A Salsbury, Lia M Nightingale","doi":"10.7899/JCE-25-11","DOIUrl":"10.7899/JCE-25-11","url":null,"abstract":"<p><strong>Objective: </strong>The purpose of this study was to explore motivators and barriers to participation in scholarly activity among chiropractic faculty and administrators.</p><p><strong>Methods: </strong>A faculty workgroup undertook a sequential explanatory mixed methods study to assess perceptions of research and scholarship across 3 campuses of a US chiropractic college. Data collection included an anonymous online survey (November 2023 to January 2024), followed by department-level group and individual interviews (May to September 2024). Descriptive data analysis and cross-tabulations were conducted using SPSS. Content analysis of qualitative data identified research participation themes.</p><p><strong>Results: </strong>Among 95 respondents, patterns emerged across academic ranks, with assistant and associate professors reporting specific motivators and barriers more frequently compared with instructors or professors. Primary motivators for research participation included career advancement (75.8%), skill development (58.9%), increased credibility (48.4%), mental stimulation (48.4%), and job satisfaction (41.1%). Research participation barriers were lack of time (82.1%), competing work priorities (67.4%), work-life balance concerns (55.3%), and perceived skill deficiencies (47.9%). Eleven qualitative themes were classified as motivators and barriers. Personal motivators could be enhanced by affirming research cultures, organizational support and resources, mentorship, and a commitment to advancing the profession. Dedicated time to develop research skills and learn creative/scientific processes, plus streamlined institutional ethics reviews were recommended.</p><p><strong>Conclusion: </strong>Faculty and administrators share similar outlooks on primary motivators and barriers to scholarly activity in this chiropractic educational setting.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"40 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12947571/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147317609","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":"Assessing self-reported empathy among chiropractic students at a South African university.","authors":"Fatima Ismail, Mikaela Simoes","doi":"10.7899/JCE-25-6","DOIUrl":"10.7899/JCE-25-6","url":null,"abstract":"<p><strong>Objective: </strong>Empathy is an essential interpersonal skill underpinning patient-centered and biopsychosocial approaches that are globally advocated for in musculoskeletal health care for better patient outcomes. This study aimed to gauge chiropractic students' self-reported empathy levels at a South African university.</p><p><strong>Methods: </strong>The Toronto Empathy Questionnaire (TEQ) was distributed to Bachelor of Health Sciences (BHSc) and Master of Health Sciences (MHSc) chiropractic students at the University of Johannesburg between February 26, 2024 to March 6, 2024. The questionnaire consisted of 16 Likert-scale questions related to both cognitive and affective aspects of empathy. Data were analyzed using frequencies, descriptive statistics, assessing group differences and reliability testing.</p><p><strong>Results: </strong>Of the 142 participants (55.68% response rate), most were aged 22-24 (41.6%, n = 59) and female (79.6%, n = 113). Undergraduates (first to fourth-year BHSc) made up 59.9% (n = 85), while 40.1% (n = 57) were postgraduates (first to second-year MHSc). The mean self-reported empathy score was 49.36 (SD = 7.27), with 77.5% (n = 110) showing high empathy. Undergraduates reported higher empathy (M = 50.28) than postgraduates (mean = 47.98) with a statistical difference of p = .064. Affective empathy items showed higher scores than cognitive empathy items. The TEQ demonstrated acceptable internal consistency (α = 0.841).</p><p><strong>Conclusion: </strong>This study shows a high self-reported empathy among chiropractic students at the university that declines in postgraduate years, affective empathy scores were higher than cognitive empathy scores, similar to trends in other health care students locally and abroad. Integrating empathy training, especially in later years, could help maintain empathy levels. Future research should track empathy development longitudinally and explore its impact on patient treatment adherence.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"40 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12947546/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147317571","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":"Determining undergraduate pediatric chiropractic competencies and entrustable professional activities: A mixed-method study.","authors":"Aurélie M Marchand","doi":"10.7899/JCE-24-9","DOIUrl":"10.7899/JCE-24-9","url":null,"abstract":"<p><strong>Objective: </strong>This study aimed to determine an evidence-based, common, undergraduate, pediatric competency framework specific to the chiropractic profession through competencies and entrustable professional activities (EPAs).</p><p><strong>Methods: </strong>A pragmatic, exploratory, mixed-methods design was implemented to specify competencies and EPAs through grounded theory. Sequentially, 3 nominal group techniques were conducted. The results of a systematic literature review led to a curriculum enrichment process. A survey instrument was methodically developed and administered to 321 participants. Thematic analysis was used to write the curriculum, which resulted from this mixed-methods process.</p><p><strong>Results: </strong>The undergraduate pediatric chiropractic curriculum framework consisted of 5 EPAs, 12 aggregate domains, 53 competency domains, and 393 items. The overall agreement with the curriculum was 90.0% by UK stakeholders. A total of 236 competencies emerged from the nominal group techniques, rising to 393 after curriculum enrichment. The curriculum reached data saturation, and no additional items were identified during the survey.</p><p><strong>Conclusion: </strong>Undergraduate chiropractic pediatric competencies and EPAs were created. They align to specify educational outcomes based on stakeholders' input and accreditation standards. This study also indicates that literature reviews could be performed during curricular design processes to reach earlier data saturation.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"40 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12947566/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147318110","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":"Continuous Quality Improvement: Making Chiropractic Education Better. Chiropractic Educators Research Forum (CERF), June 28, 2025.","authors":"","doi":"10.7899/JCE-25-22","DOIUrl":"10.7899/JCE-25-22","url":null,"abstract":"<p><p>The Chiropractic Educators Research Forum (CERF) convened a conference on June 28, 2025. During the meeting, presenters and panelists took an in-depth look at concepts and research related to the continuous quality improvement efforts of educators and chiropractic programs.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"39 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2025-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12519694/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145287175","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":"The perceptions and experiences of chiropractic students on practicing evidence-based practice during their clinical practicum at a teaching clinic.","authors":"Tasmiya Tayob, Desiree Varatharajullu","doi":"10.7899/JCE-24-2","DOIUrl":"10.7899/JCE-24-2","url":null,"abstract":"<p><strong>Objective: </strong>To determine the perceptions and experiences of chiropractic students on the implementation of evidence-based practice (EBP) during their clinical practicum at a teaching clinic in KwaZulu-Natal, South Africa.</p><p><strong>Methods: </strong>A qualitative, exploratory, and descriptive design was utilized, interviewing 14 clinically active chiropractic master's students. Semi-structured interviews were conducted to obtain data, which were stored electronically and transcribed verbatim. Transcripts were then coded and analyzed into relevant themes and subthemes and thereafter interpreted.</p><p><strong>Results: </strong>Four main themes were identified: (1) the perceptions and necessity regarding the roles of EBP, (2) undergraduate education and its role in the implementation of EBP, (3) the importance of clinical experience in the implementation of EBP, (4) implementation of EBP.</p><p><strong>Conclusion: </strong>Students held positive perceptions regarding EBP and believed training at the institution provided a solid foundation. However, there is much to be done in the current chiropractic curriculum to increase the efficiency of the implementation of EBP given that a lack of training in multiple aspects was identified and the challenges faced could be forestalled by implementing the suggested measures of improvement.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"39 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12460001/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145287192","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}