Journal of Chiropractic Education最新文献

{"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}

{"title":"Chiropractic students' force-time parameters for chiropractic adjustments at the beginning and end of an academic term.","authors":"Mara Trowbridge, Krista Ward, Monica Smith","doi":"10.7899/JCE-24-11","DOIUrl":"10.7899/JCE-24-11","url":null,"abstract":"<p><strong>Objective: </strong>To evaluate changes in chiropractic students' spinal manipulation force-time parameters from the beginning to end of an academic term and compare pre-post differences by students' level of self-reported training outside of required class time.</p><p><strong>Methods: </strong>Students were recruited using campus-wide flyers and club announcements. Participants performed 12 mannequin adjustments and total peak force, impulse peak force, and time to peak force were measured using force sensing table technology. Changes in pre and post data were assessed with paired t-test and signed-rank tests. The rank-sum test was used to test the association between out of class practice time and changes in adjustment parameters. Alpha was set at p ≤ .001.</p><p><strong>Results: </strong>Twenty students agreed to participate and pre-post data were collected for 17 students. Average time to peak force decreased and impulse peak and total peak forces increased over the academic term. Statistically significant changes were observed for cervical adjustment time to peak (mean decrease of 38 ms, SD = 59 ms) and thoracic adjustment total peak force (mean increase of 86 N, SD 113 N). No statistically significant differences were observed between students based on practice time.</p><p><strong>Conclusion: </strong>Using force sensing table technology in this doctor of chiropractic program, student changes in adjusting force-time parameters were documented. Future research, with a larger sample size, is needed to evaluate student characteristics associated with changes in student adjustment parameters.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"39 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12456973/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145287155","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":"Experiences and perceptions of newly graduated chiropractors from a South African university in their clinical management of pregnant women.","authors":"Talita Strydom, Maureen Nokuthula Sibiya, Desiree Varatharajullu","doi":"10.7899/JCE-24-13","DOIUrl":"10.7899/JCE-24-13","url":null,"abstract":"<p><strong>Objective: </strong>The study aimed to explore the experiences and perceptions of newly graduated chiropractors in the musculoskeletal management of pregnant women from our university in KwaZulu-Natal, South Africa.</p><p><strong>Methods: </strong>A qualitative, explorative, descriptive research design was used. A purposive sample of 12 newly graduated chiropractors participated in semistructured interviews. The data were electronically stored, transcribed verbatim, and analyzed using thematic analysis.</p><p><strong>Results: </strong>The participants expressed a lack of self-perceived confidence and knowledge, particularly regarding patients in their 3rd trimester. However, many graduates demonstrated an interest in treating pregnant patients and sought guidance from more experienced chiropractors. There was a notable desire for post-qualification enhancement with participants expressing the use of external resources, such as webinars and consultations, to refine their management strategies for pregnant women. Challenges with patient positioning, contraindications for spinal manipulation, and the need to develop trimester-specific treatment plans were key obstacles noted. New graduates emphasized the need for more comprehensive training on pregnancy-related issues within the chiropractic program. Overall, these findings highlight the need for enhanced educational chiropractic frameworks to better prepare chiropractors for the complexities of managing pregnant patients effectively.</p><p><strong>Conclusion: </strong>Newly graduated chiropractors from our program felt underprepared due to limited practical training and exposure. Participants expressed a desire for enhanced practical experiences and specialized courses, emphasizing the need for curriculum improvements that bridge the gap between theoretical knowledge and practical application. The findings can assist in the development of a chiropractic program that better prepare graduates for managing pregnant patients.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"39 ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2025-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12430335/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145041579","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":"Collaboration in Education and Research: Stronger Together. Chiropractic Educators Research Forum (CERF), December 7, 2024.","authors":"","doi":"10.7899/JCE-25-14","DOIUrl":"10.7899/JCE-25-14","url":null,"abstract":"<p><p>The Chiropractic Educators Research Forum (CERF) convened a conference on December 7, 2024. During the meeting, presenters and panelists took an in-depth look at concepts and research related to what educators and chiropractic programs are doing for collaboration.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"39 ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2025-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12430333/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144334095","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":"Perceptions of chiropractic students on digital literacy skills at a South African university: A cross-sectional study.","authors":"Candice Nicola Pyper, Brittney Anne Moore, Fatima Ismail","doi":"10.7899/JCE-24-21","DOIUrl":"10.7899/JCE-24-21","url":null,"abstract":"<p><strong>Objective: </strong>The purpose of this study was to assess chiropractic students' opinions of their digital literacy proficiencies.</p><p><strong>Methods: </strong>A cross-sectional, quantitative, and exploratory study was conducted with 1st to 4th year bachelor of health sciences and 1st to 2nd year master of health sciences chiropractic students (n = 244) at the University of Johannesburg using an anonymous, self-administered online Likert-style questionnaire. The 41-item survey collected demographic data and students' self-perceptions on 4 aspects of digital literacy skills, namely, information literacy (IL), information communications technology literacy (ICTL), information and communications technology utilization (ICTU), and media literacy (ML). Data were analyzed according to the 4 constructs.</p><p><strong>Results: </strong>The response rate was 57.78% (n = 141). The majority of students were 18-24 years of age and female and the highest year cohort was from 1st year master of health sciences chiropractic students. Students reported high levels of agreement within IL (M = 4.220; SD = .472), and ML (M = 4.271; SD = .507) constructs and lower levels of agreement within ICTL (M = 3.808; SD = .568) and ICTU (M = 3.762; SD = .562) constructs. Age and sex were not statistically significant; academic year was significant for IL only (p = .040). All 4 constructs exhibited acceptable internal consistency (IL: 0.862; ICTL: 0.830; ICTU: 0.840; ML: 0.844).</p><p><strong>Conclusion: </strong>Gaps were highlighted in the perception of ICTL and ICTU skills in all chiropractic students and trends emphasizing differences between basic and higher order levels of digital literacy skills between junior and senior years of study, respectively. There is a need to bridge the gap in skills at department, faculty, and university levels.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"39 ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2025-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12430332/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144181839","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}