Journal of Chiropractic Education最新文献

{"title":"Interactions between the sex of the clinician grader and the sex of the chiropractic student intern on spinal manipulation assessment grade.","authors":"Michael Sheppard, Stephanie Johnson, Victor Quiroz, John Ward","doi":"10.7899/JCE-22-12","DOIUrl":"10.7899/JCE-22-12","url":null,"abstract":"<p><strong>Objective: </strong>The purpose of this project was to determine if there was any relationship between the sex of the clinician grader and the sex of the chiropractic student intern on student spinal manipulation assessment grades.</p><p><strong>Methods: </strong>Twelve thousand six hundred and thirty-one supervised patient adjustments by student interns were analyzed over a 3-year data collection window. Student interns were assessed by multiple male and female clinicians in a teaching clinic using a modified Dreyfus model scoring system on a 1-4 scale (1 = novice, 4 = proficient). A Mann-Whitney U test was used to compare the relationship between grader sex and student grade as well as student sex and student grade.</p><p><strong>Results: </strong>Sex of the grader had a statistically significant effect on spinal manipulation assessment grade, p < .001, with male clinician graders assigning average scores of 2.81 ± 0.39 (mean ± SD) and female clinician graders scores of 3.01 ± 0.52, r = .18. Sex of the student had a statistically significant but negligible (r = .08) effect on spinal manipulation assessment grade, p < .001, with male students averaging slightly higher scores (2.93 ± 0.47) than females (2.86 ± 0.44) on the modified Dreyfus scale.</p><p><strong>Conclusion: </strong>Male clinicians tended to assign lower grades on spinal manipulation assessments than female clinicians. Male students on average received slightly higher scores than female students on spinal manipulation assessments.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":" ","pages":"157-161"},"PeriodicalIF":0.8,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11095654/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10132575","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 pain neurophysiology knowledge and application amongst UK chiropractic students: A cross-sectional study.","authors":"Kajsa Nordbo, Philip Dewhurst","doi":"10.7899/JCE-22-27","DOIUrl":"10.7899/JCE-22-27","url":null,"abstract":"<p><strong>Objective: </strong>To investigate if chiropractic placement students in the United Kingdom are aware of current pain evidence and how they relate this to the management of chronic pain patients. Moreover, to gain an understanding of how this can lead to improved pain education planning and engagement in the future.</p><p><strong>Methods: </strong>The revised Neurophysiology of Pain Questionnaire and the researchers' own questionnaire were administered online to chiropractic placement students. The aggregated total number of correct responses and the individual mean scores were calculated. Statistical analysis included tests of normality and difference using the Kolmogorov-Smirnov, Mann-Whitney U, Kruskal-Wallis, and Χ2 tests.</p><p><strong>Results: </strong>There was an overall response rate of 21.6% (n = 50). The mean score achieved on the revised neurophysiology of pain questionnaire was 37.8%. A significant difference between individual mean scores on the revised Neurophysiology of Pain Questionnaire was observed between male and female participants. No differences in mean score were observed between age, number of chronic pain patients seen, and previous qualifications. For the study-specific questionnaire, statistically significant differences were found in mean score for previous qualifications, number of patients seen, and sex.</p><p><strong>Conclusion: </strong>Chiropractic placement students in the United Kingdom appear to have a lower level of pain knowledge than other health care professionals and education institutions may wish to consider how to best address this within their curricula.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":" ","pages":"82-89"},"PeriodicalIF":0.8,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11095656/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10288511","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":"Assessment of forces during side-posture adjustment with the use of a table-embedded force plate: Reference values for education.","authors":"Brent S Russell, Edward F Owens, Ronald S Hosek, Lydia L Dever, Michael T Weiner","doi":"10.7899/JCE-22-13","DOIUrl":"10.7899/JCE-22-13","url":null,"abstract":"<p><strong>Objective: </strong>Force-sensing treatment tables are becoming more commonly used by chiropractic educational institutions. However, when a table-embedded force platform is the sole measurement method, there is little information available about what force-time values instructors and students should expect for side-posture spinal manipulative thrusts. The purpose of this report is to provide force-time values recorded with such a system during side-posture manipulation with human recipients.</p><p><strong>Methods: </strong>Student volunteers were examined by and received lumbar or pelvic side-posture manipulation from experienced chiropractors who were diplomates of the Gonstead Clinical Studies Society. Forces were recorded using proprietary software of a Bertec force platform; force and time data were analyzed with a custom-programmed software tool in Excel.</p><p><strong>Results: </strong>Seven doctors of chiropractic performed 24 thrusts on 23 student recipients. Preload forces, averaging 69.7 N, and thrust loading duration, averaging 167 milliseconds, were similar to previous studies of side-posture manipulation. Peak loads were higher than previous studies, averaging 1010.9 N. Other variables included prethrust liftoff force, times from thrust onset to peak force and peak load to resolution of thrust, and average rates of force loading and unloading.</p><p><strong>Conclusion: </strong>The values we found will be used for reference at our institution and may be useful to instructors at other chiropractic educational institutions, in the teaching of lumbar side-posture manipulation. A caveat is that the values of this study reflect multiple sources of applied force, not solely the force applied directly to the spine.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":" ","pages":"73-81"},"PeriodicalIF":0.8,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11095653/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10653448","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":"Developing spinal manipulation psychomotor skills competency: A systematic review of teaching methods.","authors":"Eleanor de Kock, Christopher Yelverton, Cornelius Myburgh","doi":"10.7899/JCE-22-10","DOIUrl":"10.7899/JCE-22-10","url":null,"abstract":"<p><strong>Objective: </strong>To update the state of the art regarding the acquisition of spinal high-velocity low-amplitude psychomotor skills competency among chiropractors and chiropractic students.</p><p><strong>Methods: </strong>Available electronic articles from 5 databases, published between June 2015 and August 2020, were obtained. Eligible studies underwent methodological quality assessments using the Joanna Briggs Institute Critical Appraisal Checklists and Cochrane Collaboration's Risk of Bias Tools.</p><p><strong>Results: </strong>Fourteen critically appraised studies were identified, including 10 cohort studies and 4 randomized controlled trials. There was no literature excluded due to high risk of bias. The type of augmented devices included a mannequin on a force platform, a computer-connected device, a human analogue mannequin, and a 3-dimensional electrogoniometer with an instrumented spatial linkage.</p><p><strong>Conclusion: </strong>The use of augmented feedback devices such as human analogue mannequins with force-sensing table technology and computer-connected devices is potentially beneficial in the chiropractic curricula and may facilitate student learning and improvement of spinal manipulation. More studies are required to determine whether psychomotor skill aids translate directly into raised competency levels in novice clinicians.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":" ","pages":"116-123"},"PeriodicalIF":0.8,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11095646/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10653452","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":"Measuring the Quality of the OSCE in a Chiropractic Programme: A Review of Metrics and Recommendations.","authors":"Alice E Cade, Nimrod Meuller","doi":"10.7899/JCE-22-29","DOIUrl":"10.7899/JCE-22-29","url":null,"abstract":"<p><strong>Objectives: </strong>The Objective Structured Clinical Examination (OSCE) is a commonly used assessment of clinical skill, and ensuring the quality and reliability in OSCEs is a complex, and on-going process. This paper discusses scoring schemas and reviews checklists and global rating scales (GRS) for marking. Also detailed are post-examination quality assurance metrics tailored to smaller cohorts, with an illustrative dataset.</p><p><strong>Methods: </strong>A deidentified OSCE dataset, from stations with both a checklist and GRS, of 24 examinees from a 2021 cohort was assessed using the following metrics: Cut-scores or pass-rates, number-of-failures, R2, inter-grade discrimination, and between-group-variation. The results were used to inform a set of implementable recommendations to improve future OSCEs.</p><p><strong>Results: </strong>For most stations the calculated cut-score calculated was higher than the traditional pass of 50% (58.9.8-68.4%). Number-of-failures were low for traditional pass rates and cuts-scores (0.00-16.7%), excepting Lab Analysis where number-of-failures was 50.0%. R2 values ranged from 0.67-0.97, but proportion of total variance was high (67.3-95.9). These data suggest there were potential missed teaching concepts, that station marking was open to examiner interpretation, and there were inconsistencies in examiner marking.Recommendations included increasing checklist detail and using a weighted marking scale, separating some stations into dichotomous and key-feature checklists, using GRSs specific to each station, and reviewing all future OSCEs with the metrics described to guide refinements.</p><p><strong>Conclusions: </strong>The analysis used revealed several potential issues with the OSCE assessment. These findings informed recommendations to improve the quality of future examinations.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11097219/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41152573","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":"An investigation into chiropractic intern adherence to radiographic guidelines in clinical decisions with a descriptive comparison to clinical practitioners.","authors":"David N Taylor,&nbsp;Cheryl Hawk","doi":"10.7899/JCE-21-47","DOIUrl":"https://doi.org/10.7899/JCE-21-47","url":null,"abstract":"<p><strong>Objective: </strong>The purpose of this study was to assess chiropractic interns' knowledge and adherence to radiographic clinical practice guidelines (CPGs) and compare their clinical decisions to previous surveys of established practitioners in Canada and Australia.</p><p><strong>Methods: </strong>A clinical decision-making survey was administered to 88 interns. The survey contained clinical scenarios and vignettes with inquiries regarding indications for radiographic referral, the likelihood of referral, and the application of CPGs.</p><p><strong>Results: </strong>Forty-four percent (43.75%) of the interns were aware of CPGs, 38.75% were unsure, and 17.5% were not aware. When asked specific questions about the appropriateness of diagnostic imaging, the interns' responses were similar to those of practitioners in Canada and Australia. When interns evaluated a clinical vignette, there was lower compliance with CPGs.</p><p><strong>Conclusion: </strong>The interns' clinical decisions regarding the use of diagnostic radiography did not significantly differ from those of practitioners who were surveyed in other related studies. Interns were inconsistent in applying their decision making in clinical cases. Notwithstanding the similarities with practitioners, some deviation from the guidelines indicates the need for further intern education to improve the implementation of CPGs for optimal cost-effective and clinically appropriate care.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"37 1","pages":"41-49"},"PeriodicalIF":0.8,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10013594/pdf/i2374-250X-37-1-41.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9118048","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":"Rise of Faculty Scholars: Building Capacity for a Stronger Future. Chiropractic Educators Research Forum (CERF), December 3, 2022.","authors":"","doi":"10.7899/JCE-22-26","DOIUrl":"https://doi.org/10.7899/JCE-22-26","url":null,"abstract":"<p><p>This conference was convened by the Chiropractic Educators Research Forum (CERF) on December 3, 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 education research and building faculty scholarship and research capacity. During the December 2022 CERF meeting, presenters and panelists took an in-depth look at education research and how chiropractic programs work to enhance research and scholarship capacity.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"37 1","pages":"82-86"},"PeriodicalIF":0.8,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10013593/pdf/i2374-250X-37-1-82.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9487438","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 cross-sectional study of Australian chiropractors' and students' readiness to identify and support patients experiencing intimate partner violence.","authors":"Keri M Moore,&nbsp;Deisy Amorin-Woods,&nbsp;Lyndon G Amorin-Woods,&nbsp;Dein Vindigni,&nbsp;Navine G Haworth","doi":"10.7899/JCE-21-45","DOIUrl":"https://doi.org/10.7899/JCE-21-45","url":null,"abstract":"<p><strong>Objective: </strong>To explore Australian chiropractors' and final year students' readiness to identify and support patient's experiencing intimate partner violence (IPV).</p><p><strong>Methods: </strong>This cross-sectional study used the Chiro-PREMIS, an adaptation of the Physician Readiness to Manage Intimate Partner Violence Survey (PREMIS) to explore chiropractors' and final year students' readiness. Survey responses were analyzed through a lens of Miller's framework for developing clinical competence and chiropractic graduate competencies.</p><p><strong>Results: </strong>One hundred forty participants completed the online survey (n = 99 chiropractors and n = 41 students). Reports of practice over the 4 weeks prior to completing the survey showed 21% of chiropractors and 20% of students consulted with patients who had disclosed they were involved in IPV. Thirty-three percent of chiropractors and 27% of students suspected a patient was involved, but that patient did not disclose. Participants report meager training in IPV. Many are unclear about appropriate questioning techniques, documentation, referrals, identifying available resources, and legal literacy. Overall, participants do not \"know\" about IPV, they do not \"know how\" to and may not be able to \"show how\" or \"do\" when it comes to managing IPV-related clinical scenarios. Further studies are needed to confirm if chiropractors have the appropriate clinical capabilities.</p><p><strong>Conclusion: </strong>With proper preparation, chiropractors have an opportunity to make a positive contribution to this social problem. We anticipate chiropractic-specific discourse surrounding these escalating growing social concerns will highlight the intent of the chiropractic profession to make a substantial contribution to the health care of the Australian public. More studies are needed.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"37 1","pages":"71-81"},"PeriodicalIF":0.8,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10013599/pdf/i2374-250X-37-1-71.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9473125","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":"First-person video experiences as a vicarious, virtual alternative to in-person basic science labs.","authors":"Kara D Burnham,&nbsp;Christine A Major,&nbsp;William H Borman","doi":"10.7899/JCE-21-50","DOIUrl":"https://doi.org/10.7899/JCE-21-50","url":null,"abstract":"<p><strong>Objective: </strong>The global COVID-19 pandemic required the teaching of basic science instructional laboratories be done in a remote, online format termed emergency remote teaching (ERT). The aims of this study were to: (1) share strategies for ERT of basic science instructional laboratories and (2) assess student perceptions of the experience of virtual demonstrations that were recorded from the first-person perspective of the professor.</p><p><strong>Methods: </strong>Laboratories for courses in gross anatomy, neuroanatomy, and clinical microbiology were adapted to ERT by creating videos that allowed the students to view the laboratory activities through the eyes and hands of the faculty. A unique 5-question survey instrument was created to collect students' perceptions of gross anatomy, neuroanatomy, and clinical microbiology virtual lab experiences. Percentage of responses were calculated for 4 close-ended questions. Qualitative content analysis was conducted on the single open-ended question. Two additional close-ended questions were used for assessing perception of gross anatomy labs only.</p><p><strong>Results: </strong>Videos of gross anatomy, neuroanatomy, and clinical microbiology laboratory activities mimicked the student experience through the camera lens as labs were performed by faculty members engaged in either dissection, viewing structures or doing experiments, respectively. In all 3 basic science courses, over 70% of students strongly agreed or agreed that the videos created a sense of being in the laboratory.</p><p><strong>Conclusion: </strong>Use of video technology allowed faculty to mimic the student experience of being in basic science laboratories, and, importantly, allowed the student to virtually participate in the learning experience.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"37 1","pages":"7-12"},"PeriodicalIF":0.8,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10013601/pdf/i2374-250X-37-1-7.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9123182","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":"Information literacy of matriculating chiropractic students assessed via research readiness survey.","authors":"Krista L Ward,&nbsp;Barbara L Delli Gatti,&nbsp;Annette Osenga,&nbsp;Donna H Odierna,&nbsp;Monica Smith","doi":"10.7899/JCE-21-48","DOIUrl":"https://doi.org/10.7899/JCE-21-48","url":null,"abstract":"<p><strong>Objective: </strong>We developed a Research Readiness Survey (RRS) to identify students' information literacy needs prior to instruction by a team of faculty members and librarians in our doctor of chiropractic program clinical research literacy courses. In addition to describing students' responses to our RRS, we explored associations between (1) students' overall performance on the RRS and their prior earned degrees and (2) their self-reported ability and performance on questions pertaining to evaluating information quality (standard 3 of the Association of College and Research Libraries [ACRL] Information Literacy Competency Standards for Higher Education).</p><p><strong>Methods: </strong>The RRS is composed of 50 questions, of which 22 pertain to information literacy knowledge assessment per ACRL standards. We calculated means and standard deviations for summary scores on 4 ACRL standards and for a total RRS score. We used analysis of variance to assess whether standard 3 scores differed by students' self-reported ability to judge health information quality and whether there was an association between total RRS scores and students' previously earned degrees.</p><p><strong>Results: </strong>In 2017-2018, 245 students (70% of matriculates) completed the RRS. Students performed best on standard 3 (average score 67%) and worst on standard 2, the ability to access information (average score = 59%). Students who reported an average ability to judge information quality had higher standard 3 scores than students who reported poor ability (p = .003). Students with bachelor's degrees had higher total RRS scores than students with associate's degrees (p = .004).</p><p><strong>Conclusion: </strong>Matriculating students had the most difficulty with accessing information, supporting the need to include librarians on the teaching team.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"37 1","pages":"20-25"},"PeriodicalIF":0.8,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10013592/pdf/i2374-250X-37-1-20.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9123185","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}