Journal of Chiropractic Education最新文献_第8页

Exploring student perceptions of their learning adaptions during the COVID-19 pandemic. 探索学生在COVID-19大流行期间对学习适应的看法。

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Journal of Chiropractic Education Pub Date : 2022-03-01 DOI: 10.7899/JCE-21-11

Cortny A Williams, Jenny Nordeen, Christopher Browne, Brent Marshall

{"title":"Exploring student perceptions of their learning adaptions during the COVID-19 pandemic.","authors":"Cortny A Williams, Jenny Nordeen, Christopher Browne, Brent Marshall","doi":"10.7899/JCE-21-11","DOIUrl":"https://doi.org/10.7899/JCE-21-11","url":null,"abstract":"Objective: With the shelter-in-place orders implemented during the COVID-19 pandemic, learning experiences abruptly changed from on campus to wholly online. This qualitative study explores the perceptions and attitudes of students as they adapted their study space, study time, and approach to learning.Methods: One hundred five students enrolled in a doctor of chiropractic program were invited to participate in a survey to understand how shelter-in-place orders during the COVID-19 pandemic influenced their approach to learning. Fifty-two of 105 (49.5%) students completed the survey. The survey asked students to select their primary study strategy from a list of options and then prompted students to explain how the COVID-19 pandemic influenced their study space, use of technology, study time, and metacognitive cycle of planning, monitoring, and evaluating their approach to learning. A Thematic analysis of the participants' responses was performed.Results: Nearly all study participants described a challenge in adapting their study space, study time, or approach to learning. Respondents reported that the use of technology did not change because assessments and resources were electronic before the pandemic. Respondents who selected high-impact study strategies such as self-quizzing or who demonstrated evidence of well-developed metacognition described a positive approach to learning more frequently than did respondents who selected low-impact study strategies such as repeated reading or who did not show evidence of metacognitive development.Conclusion: This study presents student perceptions related to promoting and developing self-regulated learning skills. Educators can use this information to understand the adaptations to changes in learning experiences that may promote successful learning.","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"36 1","pages":"82-93"},"PeriodicalIF":0.8,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8895839/pdf/i2374-250X-36-1-82.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39707481","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}

引用次数: 3

Examining the validity of chiropractic grade point averages for predicting National Board of Chiropractic Examiners Part I exam scores. 检验捏脊医学平均成绩对预测全国捏脊医学考试委员会第一部分考试成绩的有效性。

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Journal of Chiropractic Education Pub Date : 2022-03-01 DOI: 10.7899/JCE-20-5

Igor Himelfarb, Bruce L Shotts, Andrew R Gow

{"title":"Examining the validity of chiropractic grade point averages for predicting National Board of Chiropractic Examiners Part I exam scores.","authors":"Igor Himelfarb, Bruce L Shotts, Andrew R Gow","doi":"10.7899/JCE-20-5","DOIUrl":"https://doi.org/10.7899/JCE-20-5","url":null,"abstract":"Objective: The main objective of this study was to evaluate the validity of grade point average (GPA) for predicting the National Board of Chiropractic Examiners (NBCE) Part I exam scores using chiropractic GPA.Methods: Data were collected during the January 2019 computer-based testing administration of the NBCE's Part I exam. The sample size was n = 2278 of test takers from 18 domestic and 4 international chiropractic educational institutions. Six regression models were developed and tested to predict the Part I domain scores from chiropractic GPA while controlling for self-reported demographic variables. Residuals from the models were disaggregated by pre-chiropractic GPA.Results: Chiropractic GPA revealed a positive, statistically significant correlation with sex. The chiropractic GPA was found to be a significant predictor of the Part I domain scores. A different perspective was obtained when residuals (observed minus predicted) were collected and split by the pre-chiropractic GPA. Very good students tended to be underpredicted, while other students were overpredicted.Conclusion: This study builds on the cascading evidence from educational literature by providing additional results suggesting that undergraduate (prechiropractic) GPA as well as the GPA obtained in doctor of chiropractic programs are related to the future performance on the NBCE Part I exam. The results provide a first glance at the connection between the standardized test scores, which are often used for instructors' and institutional evaluation and the GPA obtained in a doctor of chiropractic program.","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"36 1","pages":"1-12"},"PeriodicalIF":0.8,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8895840/pdf/i2374-250X-36-1-1.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39883590","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}

引用次数: 0

Coping strategies and chiropractic student perceived stress. 应对策略与脊医学生感知压力。

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Journal of Chiropractic Education Pub Date : 2022-03-01 DOI: 10.7899/JCE-20-28

Niu Zhang, Charles N R Henderson

{"title":"Coping strategies and chiropractic student perceived stress.","authors":"Niu Zhang, Charles N R Henderson","doi":"10.7899/JCE-20-28","DOIUrl":"https://doi.org/10.7899/JCE-20-28","url":null,"abstract":"Objective: To investigate coping strategies adopted by chiropractic college students and how these strategies affect student-perceived stress levels.Methods: Four hundred seven (407) 1st-quarter students were recruited during 2014 and 2015. The validated Brief COPE inventory was used to assess coping strategies during the 1st week of classes. Perceived Chiropractic College Stress (PCCS) was assessed via a modification of Vitaliano Perceived Medical School Stress survey instrument. The modified coping instrument was administered during the 1st quarter (PCCS1) and 6 months later during the 3rd quarter (PCCS2).Results: Mean perceived stress levels were greater after 6 months. Although perceived stress increased more for females than for males over that period, it was not statistically significant. Male and female coping strategies differed only in the preferential use of emotional support by females. Students generally adopted active coping strategies (eg, active coping and planning) rather than avoidant strategies (eg, substance abuse). Regression analysis revealed a moderate positive relationship between avoidant-emotion coping and PCCS1 with a weaker positive correlation between problem-focused coping, sex, and PCCS1. Avoidant-emotion coping also demonstrated a moderate positive correlation with PCCS2. Neither sex nor the 3 coping strategies were predictors of PCCS change (PCCS2 - PCCS1).Conclusion: This study is a starting point for exploring the relationship between perceived stress and coping behaviors in a chiropractic training institution. Students generally used healthy adaptive coping strategies with minimal sex differences. Avoidant-emotion coping appears to be a reliable predictor of PCCS, with sex being a poor predictor.","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"36 1","pages":"13-21"},"PeriodicalIF":0.8,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8895847/pdf/i2374-250X-36-1-13.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39253700","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}

引用次数: 0

Making a case for genomics in chiropractic education. 在脊椎指压治疗教育中应用基因组学。

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Journal of Chiropractic Education Pub Date : 2022-03-01 DOI: 10.7899/JCE-20-17

Kara D Burnham, Leslie A K Takaki

{"title":"Making a case for genomics in chiropractic education.","authors":"Kara D Burnham, Leslie A K Takaki","doi":"10.7899/JCE-20-17","DOIUrl":"https://doi.org/10.7899/JCE-20-17","url":null,"abstract":"Objective: To determine if an existing course in genetics should be revised to refocus on the topic of genomics and its impact on health and primary care, a survey of chiropractors was conducted regarding genomics and patient care.Methods: A short survey was designed to ascertain chiropractors' knowledge and use of genomics in their practices, particularly regarding direct to consumer genetic testing. Nine closed-ended questions and 2 open-ended questions were included. Pearson correlation was used to evaluate relationships between close-ended responses. Content analysis was conducted on the final open-ended question that queried respondents for further comments.Results: There were 181 completed surveys returned. Patients do ask chiropractors about their own direct to consumer genetic testing results-42% indicated that they are approached by patients 1-3 times per month to discuss genetics/genomics. Knowledge of genomics varies among chiropractors, yet 51% feel that teaching genomics is moderately (31%) or extremely (20%) important.Conclusion: An introductory course in clinical genomics is necessary to prepare a chiropractor for patient care.","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"36 1","pages":"37-42"},"PeriodicalIF":0.8,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8895837/pdf/i2374-250X-36-1-37.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39106047","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}

引用次数: 1

Impostor phenomenon among US chiropractic students. 美国脊医学生中的冒名顶替现象。

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Journal of Chiropractic Education Pub Date : 2021-10-01 DOI: 10.7899/JCE-19-10

Kelly A Kimball, Christopher B Roecker, Katie Hoyt

{"title":"Impostor phenomenon among US chiropractic students.","authors":"Kelly A Kimball, Christopher B Roecker, Katie Hoyt","doi":"10.7899/JCE-19-10","DOIUrl":"https://doi.org/10.7899/JCE-19-10","url":null,"abstract":"Objective: Impostor phenomenon is expressed by feelings of self-doubt and the belief that one is unintelligent. The purpose of this research was to describe the prevalence of impostor phenomenon among students enrolled in a doctor of chiropractic program and to evaluate for any differences in the rates of impostor phenomenon between males and females.Methods: We performed an anonymous cross-sectional, online survey of all students enrolled in the doctor of chiropractic program at 2 campuses of 1 chiropractic college. We reported the point prevalence of impostor phenomenon and used χ2 to evaluate the differences in impostor phenomenon among males and females. We also evaluated for between-group differences for 4 other demographic factors believed to influence impostor phenomenon.Results: We received 406 survey responses (34% response rate). Impostor phenomenon was reported in 39% of students responding to our survey. Approximately 46% of all females and 32% of all males met the criteria for impostor phenomenon, and females had significantly higher rates of impostor phenomenon (p = .005). The following variables were not associated with impostor phenomenon: year in which students were enrolled; marital status; whether chiropractic was their first career; and type of clinical experience the student encountered.Conclusion: Our findings demonstrate that over a third of students enrolled in a doctor of chiropractic program met the criteria for impostor phenomenon, and females were significantly more likely to experience impostor phenomenon. The results from this survey are similar to those reported in other healthcare educational settings.","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"35 2","pages":"209-214"},"PeriodicalIF":0.8,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8528442/pdf/i1042-5055-35-2-209.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38474357","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}

引用次数: 7

Evaluation of an online case-based learning module that integrates basic and clinical sciences. 评估整合基础科学和临床科学的在线案例学习模块。

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Journal of Chiropractic Education Pub Date : 2021-10-01 DOI: 10.7899/JCE-20-3

Christine A Major, Kara D Burnham, Kathryn A Brown, Chad D Lambert, Jenny M Nordeen, Leslie A K Takaki

{"title":"Evaluation of an online case-based learning module that integrates basic and clinical sciences.","authors":"Christine A Major, Kara D Burnham, Kathryn A Brown, Chad D Lambert, Jenny M Nordeen, Leslie A K Takaki","doi":"10.7899/JCE-20-3","DOIUrl":"https://doi.org/10.7899/JCE-20-3","url":null,"abstract":"Objective: Case-based online modules can be created to integrate basic science and clinical science knowledge. An integrated module was designed, implemented, and evaluated for student performance and perception.Methods: Five faculty members from both basic science and clinical education departments developed an integrative, online, case-based learning module. The case involved a patient with facial asymmetry, and the student was led to a diagnosis of Bell's palsy. Material on Bell's palsy was presented in an integrated module in addition to traditional lecture for a fall cohort of students and was presented only in traditional lecture format to a winter cohort of students. Both cohorts were given the same 5 multiple-choice questions on Bell's palsy as part of a midterm exam, and the scores of these test questions were compared between cohorts. A 13-question, mixed-methods survey was given to the fall cohort to determine their perceptions of the module and their learning.Results: Multiple-choice test question performance was equivalent between cohorts for the Bell's palsy questions (fall 2018: mean = 3.68, SD = 0.99; winter 2019: mean = 3.51, SD = 0.92). Perception survey responses indicated that students felt positively about the integrated module and that it was applicable and helpful with improving, reinforcing, and integrating basic science and clinical knowledge.Conclusion: This study provides evidence that case-based integrated modules are perceived favorably by students and result in similar exam question performance. They can be a useful tool to help students connect information throughout the chiropractic curriculum.","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"35 2","pages":"192-198"},"PeriodicalIF":0.8,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8528434/pdf/i1042-5055-35-2-192.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38791863","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}

引用次数: 1

Harnessing the Web: How Chiropractic Education Survives and Thrives During the COVID-19 Pandemic: Chiropractic Educators Research Forum (CERF), December 5, 2020. 利用网络:脊骨疗法教育如何在COVID-19大流行期间生存和发展:脊骨疗法教育者研究论坛(CERF)， 2020年12月5日。

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Journal of Chiropractic Education Pub Date : 2021-10-01 DOI: 10.7899/JCE-20-27

引用次数: 1

Chiropractic student diagnosis and management of headache disorders: A survey examining self-perceived preparedness and clinical proficiency. 脊医学生头痛疾病的诊断和管理:一项检查自我感知准备和临床熟练程度的调查。

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Journal of Chiropractic Education Pub Date : 2021-10-01 DOI: 10.7899/JCE-20-11

Craig Moore, Stephney Whillier, Martha Funabashi, Diana De Carvalho, Jon Adams, Matthew Fernandez, Rosemary Giuriato, Michael Swain

{"title":"Chiropractic student diagnosis and management of headache disorders: A survey examining self-perceived preparedness and clinical proficiency.","authors":"Craig Moore, Stephney Whillier, Martha Funabashi, Diana De Carvalho, Jon Adams, Matthew Fernandez, Rosemary Giuriato, Michael Swain","doi":"10.7899/JCE-20-11","DOIUrl":"https://doi.org/10.7899/JCE-20-11","url":null,"abstract":"Objective: To explore the self-perceived preparedness and clinical proficiency in headache diagnosis and management of Australian chiropractic students in senior years of study.Methods: Australian chiropractic students in the 4th (n = 134) and 5th year (n = 122) of 2 chiropractic university programs were invited to participate in an online cross-sectional survey. Descriptive analyses were conducted for all variables. Post hoc analyses were performed using simple linear regression to evaluate the relationship between self-perceived preparedness and correctness of headache diagnosis and management scores.Results: Australian chiropractic students in senior years demonstrated moderate overall levels of self-perceived preparedness and proficiency in their ability to diagnose and manage headache disorders. Final-year students had a slightly higher self-perceived preparedness and proficiency in headache diagnosis and management compared to those students in the 4th year of study. There was no relationship between self-perceived preparedness and correctness of headache diagnosis and management for either 4th- or 5th-year chiropractic students.Conclusion: Our findings suggest that there may be gaps in graduate chiropractic student confidence and proficiency in headache diagnosis and management. These findings call for further research to explore graduate chiropractic student preparedness and proficiency in the diagnosis and management of headache disorders.","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"35 2","pages":"229-241"},"PeriodicalIF":0.8,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8528441/pdf/i1042-5055-35-2-229.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25393502","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}

引用次数: 0

Use of videos to teach basic science concepts in a doctor of chiropractic training program. 在脊椎指压医生培训项目中使用视频来教授基本科学概念。

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Journal of Chiropractic Education Pub Date : 2021-10-01 DOI: 10.7899/JCE-17-17

Kathryn M Shaw, Ali Rabatsky

{"title":"Use of videos to teach basic science concepts in a doctor of chiropractic training program.","authors":"Kathryn M Shaw, Ali Rabatsky","doi":"10.7899/JCE-17-17","DOIUrl":"https://doi.org/10.7899/JCE-17-17","url":null,"abstract":"Objective: This study examined the effectiveness of teaching biochemical concepts by video in a doctor of chiropractic training program.Methods: Students in a biochemistry class were taught the Krebs cycle through a video exercise and glycolysis in a traditional lecture format. They received a review of both concepts and were tested. Test performance was examined. Students answered a questionnaire following the exercise.Results: There were no significant differences in test performance on the topic learned by the video exercise. However, students felt that both lecture and review were more effective learning tools than video.Conclusion: Despite the results of other authors, our students preferred traditional didactic lecture with review rather than video. With no difference in test scores observed, the role of videos in our basic science course remains unclear, perhaps only used as an occasional supplement. These results were not expected, given the often-preferred use of technology by current learners.","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"35 2","pages":"205-208"},"PeriodicalIF":0.8,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8528438/pdf/i1042-5055-35-2-205.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38381303","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}

引用次数: 0

Team-based learning in neuroanatomy. 神经解剖学中的团队学习。

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Journal of Chiropractic Education Pub Date : 2021-10-01 DOI: 10.7899/JCE-19-25

Stephney Whillier, Reidar P Lystad, Joyce El-Haddad

{"title":"Team-based learning in neuroanatomy.","authors":"Stephney Whillier, Reidar P Lystad, Joyce El-Haddad","doi":"10.7899/JCE-19-25","DOIUrl":"https://doi.org/10.7899/JCE-19-25","url":null,"abstract":"Objective: Team-based learning (TBL) is an active learning method in which student teams participate in individual work, teamwork, and the application of learned concepts to problem solving. It has been widely adopted in the education of health professions. The aim of this study was to assess whether TBL in tutorials would be beneficial to students' assessed knowledge and subjective sense of satisfaction as compared to traditional modes of teaching.Methods: In 2018, TBL was introduced into the tutorials of a clinically oriented undergraduate course of neuroanatomy, and its benefits in improving student grades and satisfaction were assessed. The Welch 2 sample t test was used for group differences in continuous variables, and Pearson's χ2 test with Yates' continuity correction was used for group differences in dichotomous variables. Linear modeling was used to look for group differences while adjusting for significant baseline characteristics.Results: Our study found that in comparison to more traditionally delivered teaching, TBL did not improve grades or alter overall satisfaction. A post hoc pairwise comparison of satisfaction among lectures, tutorials, and practical classes showed that students appeared to be most dissatisfied with the TBL.Conclusion: Analysis of our methods, results, student comments, and the literature indicate that the length of the tutorials, at 1 hour, was too short to conduct TBL to the standards required. In addition, there is an imperative to persist in preparing students for a different knowledge-transfer paradigm, and it takes a few iterations to improve the approach and application of this method of teaching.","PeriodicalId":44516,"journal":{"name":"Journal of Chiropractic Education","volume":"35 2","pages":"184-191"},"PeriodicalIF":0.8,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8528444/pdf/i1042-5055-35-2-184.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"38672040","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}

引用次数: 3