Journal of Chiropractic Education最新文献

{"title":"Chiropractic lecturer qualities: The student perspective.","authors":"Paul Chesterton","doi":"10.7899/JCE-21-7","DOIUrl":"10.7899/JCE-21-7","url":null,"abstract":"<p><strong>Objective: </strong>Chiropractic lecturers sit at the interface between theoretical education and the transition to clinical practice. They are central to a positive and high-quality learning environment. This study aimed to explore how chiropractic students in the United Kingdom rate the importance of lecturer qualities and their influence on overall preregistration course experience.</p><p><strong>Methods: </strong>An online mixed-method questionnaire was used. Data were converted into proportions with lower and upper limits of the 95% confidence interval (CI). Likert-scale questions were treated as numeric variables with the mean, mode, median, and percentage calculated for combined responses. Thematic analysis reported patterns of data extracted from open-ended questions.</p><p><strong>Results: </strong>Of the population of current UK chiropractic students, 195 completed the questionnaire. Five out of 12 teaching roles were rated as very important, including the ability to deliver high-quality information and evaluate the curriculum (mean = 4.71). Communication ranked as the number 1 personal quality followed by command of the subject. Lecturers were perceived as very important to overall course enjoyment (mean = 4.88) and students' ability to succeed (mean = 4.54). Students felt it was more important that lecturers were clinically active (84%; 95% CI, 78%-89%) than research active (25%; 95% CI, 19%-31%).</p><p><strong>Conclusion: </strong>Chiropractic students in the United Kingdom recognize the significance of lecturers in the educational experience. A range of qualities were considered important relating to overall course enjoyment and student outcomes. Clinically active lecturers facilitate student development. Of importance, students felt course evaluation and curricula development were valuable qualities in the modern-day lecturer.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"36 2","pages":"124-131"},"PeriodicalIF":0.8,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9536222/pdf/i2374-250X-36-2-124.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39959490","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 prevalence of suicide prevention training and suicide-related terminology in United States chiropractic training and licensing requirements.","authors":"Zachary A Cupler,&nbsp;Morgan Price,&nbsp;Clinton J Daniels","doi":"10.7899/JCE-21-14","DOIUrl":"https://doi.org/10.7899/JCE-21-14","url":null,"abstract":"<p><strong>Objective: </strong>To summarize the prevalence of suicide-related terminology in US doctor of chiropractic educational programs, residency programs, continuing education training, diplomate training programs, and state licensure requirements. The secondary objective was to provide next-step recommendations to enhance suicide prevention education and training for the profession.</p><p><strong>Methods: </strong>A review of public-facing electronic documents and websites occurred from April to May 2020 for doctor of chiropractic program course catalogs, residency program curriculum overviews, state licensing requirements, candidate handbooks for the chiropractic specialties, and continuing education training. Data were extracted to tables reflecting the state of suicide prevention training and suicide-related terminology. Descriptive statistics were used to report the findings.</p><p><strong>Results: </strong>Of 19 doctor of chiropractic programs, 54 relevant courses were identified. No course catalogs specifically mentioned suicide prevention education, but specific risk factor-related terminology was highlighted. For the 10 doctor of chiropractic residency programs, all required mandatory trainee training, which included suicide prevention education. Two states required suicide prevention education training as part of the state re-licensure process and are available through 4 continuing education courses. No diplomate training program handbooks included a requirement of suicide prevention education though suicide risk-factor terminology was described in some handbooks.</p><p><strong>Conclusion: </strong>The state of suicide prevention training in the chiropractic profession documented in handbooks is largely lacking and widely varied at this time. The development of profession-specific suicide prevention continuing education may be beneficial for practicing chiropractors, and suicide prevention curriculum development at the doctor of chiropractic programs may prepare future doctors of chiropractic.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"36 2","pages":"93-102"},"PeriodicalIF":0.8,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9536234/pdf/i2374-250X-36-2-93.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39845615","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 Research Agenda Conference 2022: Wellness and Health Promotion: Impact on Chiropractic Education, Clinical Practice and Research.","authors":"","doi":"10.7899/JCE-21-46","DOIUrl":"https://doi.org/10.7899/JCE-21-46","url":null,"abstract":"<p><p>This conference was convened by the Association of Chiropractic Colleges. This year the association celebrated its 28th meeting. The theme for this year's program was Wellness and Health Promotion: Impact on Chiropractic Education, Clinical Practice and Research. The 2022 program demonstrated the commitment of the conference organizers to provide the attendees with the best possible information from recognized experts in a variety of presentation formats.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"36 1","pages":"58-72"},"PeriodicalIF":0.8,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8895846/pdf/i2374-250X-36-1-58.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39946474","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":"Restructuring of an evidence-based practice curriculum and assessment with structural mapping by course outcome verb.","authors":"Mark E Murdock,&nbsp;Teresa Brennan,&nbsp;Edward Murphy,&nbsp;William Sherrier","doi":"10.7899/JCE-20-22","DOIUrl":"https://doi.org/10.7899/JCE-20-22","url":null,"abstract":"<p><strong>Objective: </strong>An evidence-based clinical practice (EBCP) subcurriculum within a chiropractic curriculum was restructured to distribute EBCP topics to courses throughout the curriculum. We posited that this would enhance student learning through early exposure, repetition, and the use of progressively more difficult levels of learning. In this paper we describe how we determined if Bloom's verb level trended upward from the beginning of the curriculum to the end and if there were any gaps in presentation of topics periodically in the curriculum. We describe how we determined if the restructured subcurriculum provided adequate integration of topics.</p><p><strong>Methods: </strong>EBCP committee chairs created templates of the new structure, solicited feedback from the faculty, and faculty members volunteered to assimilate topics into courses. Support for the faculty included comprehensive PowerPoint production and in-service training. Assessment for trends and gaps was performed of the resultant learning outcomes by mapping 13 quarters against 6 Bloom's verb levels for 19 topics.</p><p><strong>Results: </strong>Fourteen of the topics had increasing linear model trends indicating verb progression. Decreased attention to EBCP topics was identified in some quarters.</p><p><strong>Conclusion: </strong>The graphical mapping process seemed useful to find EBCP topics that did not show progression of Bloom's verb difficulty and gaps in topics in the restructured subcurriculum.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"36 1","pages":"50-57"},"PeriodicalIF":0.8,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8895848/pdf/i2374-250X-36-1-50.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39336881","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":"Going Beyond Grades: Online Learning Assessment: Chiropractic Educators Research Forum (CERF), June 26, 2021.","authors":"","doi":"10.7899/JCE-21-39","DOIUrl":"https://doi.org/10.7899/JCE-21-39","url":null,"abstract":"<p><p>This conference was convened by the Chiropractic Educators Research Forum (CERF) on June 26, 2021. This meeting provided a forum for the presentation of scholarly works in education theory and practice. The conference specifically focused on research related to education and learning assessment. During the June 2021 CERF meeting, presenters and panelists took an in depth look at how programs assess learning, including both summative and formative assessments, either live or asynchronously through technology or the internet.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"36 1","pages":"103-105"},"PeriodicalIF":0.8,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8895844/pdf/i2374-250X-36-1-103.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39501729","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 and attitudes of University of Johannesburg chiropractic students toward a blended learning approach and a shift to an e-learning approach necessitated by the COVID-19 pandemic.","authors":"Fatima Ismail,&nbsp;Christopher Yelverton,&nbsp;Rolene Rademan,&nbsp;Cynthia Peterson","doi":"10.7899/JCE-21-8","DOIUrl":"https://doi.org/10.7899/JCE-21-8","url":null,"abstract":"<p><strong>Objective: </strong>This study aimed to explore and compare the perceptions and attitudes of chiropractic students on a blended learning offering in 2019 and a subsequent shift to an e-learning approach in 2020 owing to the COVID-19 pandemic.</p><p><strong>Methods: </strong>This was an exploratory descriptive study of 4th-year BHSc chiropractic students enrolled in the Clinical and Applied Biomechanics IV module in 2019 (n = 31) and 2020 (n = 33). The survey used close-ended Likert scale questions collected from 29 July to 14 August 2020. Data were analyzed using frequencies and descriptions, exploratory factor analysis, and reliability. Trends and interrelationships of and between student attitude, satisfaction, social influences, ease of use, accessibility, and effectivity were investigated for each year and compared between successive years' cohorts.</p><p><strong>Results: </strong>Students were mostly female (76.6%), aged 20 to 24 years (84.4%). Although both cohorts showed similar positive attitudes, accessibility, and satisfaction levels, the e-learning group showed increased effectivity (p = .016) and ease of use (p = .038) compared with the blended learning cohort. Face-to-face time with the lecturer was shown to be more important to the blended learning cohort (p = .006). Strong correlations were demonstrated in both cohorts between accessibility and satisfaction with attitude, effectivity, and ease of use.</p><p><strong>Conclusion: </strong>Findings suggest that students were more receptive to an e-learning approach than they may have been in the past. This may be as a direct consequence of the response to COVID-19, and the adapted offerings of the curriculum.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"36 1","pages":"73-81"},"PeriodicalIF":0.8,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8895841/pdf/i2374-250X-36-1-73.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39632695","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 attitudes of patient-centered care among chiropractic students at a South African university.","authors":"Fatima Ismail,&nbsp;Christopher Yelverton,&nbsp;Tamaryn Schafer,&nbsp;Cynthia Peterson","doi":"10.7899/JCE-21-2","DOIUrl":"https://doi.org/10.7899/JCE-21-2","url":null,"abstract":"<p><strong>Objective: </strong>Patient-centered care (PCC) is acknowledged globally as a foundation of quality patient care and key to doctor-patient rapport. Student attitudes toward PCC have been assessed in some health professions and some international chiropractic institutions but is lacking in the South African chiropractic student context. This study explores this concept and compares these attitudes to other student groups.</p><p><strong>Methods: </strong>A cross-sectional survey was conducted on chiropractic students (years 1, 3, 5, and 6) at a South African institution. The 18-item Patient-Practitioner Orientation Scale (PPOS), with scoring 1-6 on a Likert scale, was used to evaluate the attitude toward PCC by students. Higher scores were representative of more patient-centeredness. Variables were analyzed to assess for associations between variables. Mean PPOS scores were calculated, and reliability and validity were tested using Cronbach α and factor analysis.</p><p><strong>Results: </strong>There were 100 respondents (68% response rate). The PPOS showed unsatisfactory reliability in our sample. The mean scores for the overall PPOS were 3.64 (SD = 0.46), the sharing subscale was 2.99 (SD = 0.61), and the caring subscale was 4.29 (SD = 0.58). There were small but suggestive trends noticed in PPOS scores based on age, sex, and year of study.</p><p><strong>Conclusions: </strong>Chiropractic students from our university showed a general positive tendency toward PCC with no association between age and year of study. Sex showed some suggestive descriptive trends contrary to findings in other studies. The PPOS showed poor reliability in this study, warranting consideration with its use in similar contexts.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"36 1","pages":"94-102"},"PeriodicalIF":0.8,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8895845/pdf/i2374-250X-36-1-94.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39457522","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":"Comparison of student satisfaction, perceived learning and outcome performance.","authors":"Steven L Taliaferro,&nbsp;Beverly L Harger","doi":"10.7899/JCE-19-33","DOIUrl":"https://doi.org/10.7899/JCE-19-33","url":null,"abstract":"<p><strong>Objective: </strong>The goal of this study was to investigate whether blended online with laboratory instruction differs from traditional classroom lecture and laboratory with regard to student satisfaction and performance in a radiographic technique class teaching radiation health and physics.</p><p><strong>Methods: </strong>Following institutional review board approval, 122 participants were randomly assigned to either an online or classroom environment for the lecture portion of the course. All participants attended weekly laboratory sessions in person. Anonymous surveys given during midterm and final exams assessed satisfaction with learning experience and expected grades. Linear models assessing differences between groups were adjusted for age, gender, prior online class experience, online class preference, self-reported computer skill, and time of year.</p><p><strong>Results: </strong>Students in the blended cohort reported overall greater satisfaction (p < .03) and found the delivery method more enjoyable (p < .002) than did the traditional classroom cohort. No differences in exam scores between groups were observed.</p><p><strong>Conclusion: </strong>This study demonstrated that a blended format of instruction can improve learner satisfaction as compared with the traditional classroom method. Blended instruction implemented into a traditional educational program helps students balance schedules, has a positive impact on perceived learning, and provides exam success similar to that of the traditional classroom.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"36 1","pages":"22-29"},"PeriodicalIF":0.8,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8895843/pdf/i2374-250X-36-1-22.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39155621","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 perspectives of chiropractic students graduating from an alternate admission track plan.","authors":"Norman B Strutin,&nbsp;Suzanne L Ray,&nbsp;David Straub,&nbsp;Donna Odierna,&nbsp;Monica Smith","doi":"10.7899/JCE-20-19","DOIUrl":"https://doi.org/10.7899/JCE-20-19","url":null,"abstract":"OBJECTIVE This study explored self-reported experiences of alternate admission track plan (AATP) students who completed a chiropractic training program at a US chiropractic college. METHODS Our institution conducted semistructured exit interviews with 16 graduating AATP students. Our consensus-drafted open-ended interview questions probed in-depth for these students' experience throughout the training program, with national board exams, their personal characteristics, their satisfaction with the training program generally, and with the AATP program specifically. We employed a content analysis to identify themes and patterns of responses across the blinded deidentified interview transcripts. We used a combination of deductive coding based on our interview guides, and inductive coding to identify newly emerging subthemes. RESULTS Perceived facilitators of student success were strong commitment to chiropractic, cooperative, and supportive environment (eg, student study groups and a highly committed faculty), work ethic, and time management skills. Although many recommended that AATP entrants without science backgrounds take prerequisite courses in biology and chemistry, they also observed that a capable student could dedicate the time and effort to obtain the needed information via available college resources. CONCLUSION Graduating AATP students were positive about the AATP program overall, and their preparation for national board exams and for clinical practice. They greatly valued the opportunity to accelerate their entrance into chiropractic college. A major limitation of this study is that the perspectives of AATP students who did not complete the doctor of chiropractic program are not represented in these interviews of graduating students.","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"36 1","pages":"43-49"},"PeriodicalIF":0.8,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8895842/pdf/i2374-250X-36-1-43.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39253692","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 regarding interprofessional health care teams.","authors":"Matthew J Knieper, Judy L Bhatti, Elissa J Twist Dc","doi":"10.7899/JCE-20-9","DOIUrl":"10.7899/JCE-20-9","url":null,"abstract":"<p><strong>Objective: </strong>To describe perceptions of knowledge of interprofessional teams and value of interprofessional education (IPE) among 3 distinct years of chiropractic students at 1 chiropractic college.</p><p><strong>Methods: </strong>A 24-item cross-sectional survey was administered to 247 chiropractic students in years 1-3 within a single institution. Surveys included 5 demographic questions and the 19-item Readiness for Interprofessional Learning Scale (RIPLS). The RIPLS collected information on perceptions and value of interprofessional health care in a health care training program. Each question is scored on a 1-5 scale, with 5 indicating a stronger agreement. Multivariable analysis was used for comparison.</p><p><strong>Results: </strong>Out of a total 321 eligible students, 247 (148 male) students completed the survey from year 1 (n = 66), year 2 (n = 102), and year 3 (n = 79), respectively. Most students (68%) were 18-25 years old. The mean compiled score of all 3 years (n = 231) was 77.2 (SD = 9.1). Each individual's year scores were as follows: year 1 (n = 60, mean = 79.7, SD=7.4), year 2 (n = 95, mean = 76.9, SD = 9.1), and year 3 (n = 76, mean = 75.4, SD = 9.9). Of the 247 students who responded, 87% of participantsagreed with \"shared learning with other health care students will increase my ability to understand clinical problems.\"</p><p><strong>Conclusion: </strong>Most participants demonstrated a positive response to IPE and collaborating with health care teams. Participants in earlier years demonstrated a more positive response compared to later years. While positive perceptions to IPE were demonstrated, chiropractic students lacked knowledge and understanding of their role within an interprofessional health care team.</p>","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"36 1","pages":"30-36"},"PeriodicalIF":0.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8895838/pdf/i2374-250X-36-1-30.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39260111","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}