The Journal Of Chiropractic Education[JOURNAL]
Sun
200 papers
Evaluating the test-retest reliability of the chiropractic professional identity embodiment scale.
Glucina TT, Krägeloh CU, Spencer K … +1 more , Holt K
J Chiropr Educ · 2026 Jul · PMID 42386176 · Full text
OBJECTIVE: The study evaluated the test-retest reliability of the scores obtained from the Chiropractic Professional Identity Embodiment Scale (CPIES), a brief self-report tool assessing professional identity in chiropra...
OBJECTIVE: The study evaluated the test-retest reliability of the scores obtained from the Chiropractic Professional Identity Embodiment Scale (CPIES), a brief self-report tool assessing professional identity in chiropractors and students. METHODS: Students were invited across all 4 year levels at a chiropractic college to complete an online survey featuring 15 CPIES statements rated on a 5-point Likert scale. The survey was administered twice, 4 weeks apart, with participants matched across time points using three sociodemographic identifiers. Test-retest reliability was assessed using the intraclass correlation coefficient (ICC) with a 2-way mixed-effects model for absolute agreement. RESULTS: Due to anonymous participation, the exact response rate could not be calculated; the estimated response rate was 24%. Of these respondents, 23 participants (35%) were matched across 2 time points. The CPIES sum score demonstrated good to excellent test-retest reliability (ICC = 0.92; 95% CI, 0.81-0.97). Most items demonstrated moderate reliability across assessments. CONCLUSION: Data collected using the CPIES demonstrated good to excellent test-retest reliability, supporting its temporal stability. This provides further evidence to support use of the CPIES in research, education, and policy, when professional identity is increasingly recognized as a key competency.
Quality assessment of OSCE-style examinations in a chiropractic program: A follow-up report.
Cade AE, Stevens KDW, Amjad I … +2 more , Fox M, Holt K
J Chiropr Educ · 2026 Jul · PMID 42386170 · Full text
OBJECTIVE: This study aimed to evaluate the quality of 3 objective structured clinical examinations (OSCEs) administered at a chiropractic college in 2024. The focus was on applying postexamination quality assurance meth...
OBJECTIVE: This study aimed to evaluate the quality of 3 objective structured clinical examinations (OSCEs) administered at a chiropractic college in 2024. The focus was on applying postexamination quality assurance methods suitable for small cohorts to assess examiner consistency, scoring patterns, and how well the exams distinguished between different levels of student performance. METHODS: Data were collected from 3 summative OSCEs: Clinic Entrance, Chiropractic Management, and Introduction to Chiropractic Practice. Borderline regression was used to calculate cut-scores. Additional QA metrics included number of failures, coefficient of determination (R2), intergrade discrimination, and between-group variation. RESULTS: Cut-scores for most OSCE stations were above the standard 70% threshold, indicating generally strong student performance. The exception was the neurological station in the Clinic Entrance exam, which had a cut-score of 66.7% and a failure rate of 53.1 percent. R2 values ranged from 0.40-0.79, with several stations showing moderate to strong alignment between checklist scores and overall examiner judgments. Between-group variation ranged from 40.9-79.5, suggesting examiner consistency varied across stations. Intergrade discrimination was low overall, indicating limited discrimination between performance levels and some examiner inconsistency. CONCLUSION: Evidence-informed analysis of examinations is an important aspect of quality control in teaching. These findings suggest that OSCE quality is constrained more by examiner inconsistency and weak intergrade discrimination than by student performance per se. Targeted calibration of examiners and program-level redesign of station checklists and global rating scales are priorities for quality improvement.
Association of Chiropractic Colleges Educational Conference and Research Agenda Conference 2026: Connected Care.
Association of Chiropractic Colleges
J Chiropr Educ · 2026 Mar · PMID 41856380 · Full text
This conference was convened by the Association of Chiropractic Colleges in Kansas City, Missouri from March 26 to 28, 2026. The theme for this Association of Chiropractic Colleges Educational Conference and Research Age...
This conference was convened by the Association of Chiropractic Colleges in Kansas City, Missouri from March 26 to 28, 2026. The theme for this Association of Chiropractic Colleges Educational Conference and Research Agenda Conference program was Connected Care. This document includes the names of the Peer Review Committee members and the platform and poster abstracts presented at the conference.
Women's health and chiropractic: Educational audit and development of core competencies.
Weis CA, Brousseau D, Doucet C … +7 more , Kopansky-Giles D, Bergström C, Wuytack F, Lee J, Drake-Land B, Gurule N, Pohlman KA
J Chiropr Educ · 2026 Mar · PMID 41819600 · Full text
OBJECTIVE: This study reviewed women's health (WH) curricula at chiropractic colleges and developed core competencies for WH. METHODS: Instructors of chiropractic colleges who taught WH-related course(s) were contacted t...
OBJECTIVE: This study reviewed women's health (WH) curricula at chiropractic colleges and developed core competencies for WH. METHODS: Instructors of chiropractic colleges who taught WH-related course(s) were contacted to complete a survey that gathered pertinent material, including course objectives and targeted competencies. Survey results were used to develop an initial set of WH competencies. These were presented at an international conference workshop, with feedback from attendees who chose to participate. An e-Delphi panel was convened to finalize the core competencies, which required greater than 80% consensus for approval of each statement. RESULTS: Based on surveys from 7 institutions and 13 courses, 11 individuals at the international conference workshop recommended 62 core competencies within 10 domains, which were subsequently evaluated by 42 Delphi panelists (DP). After one round, all competencies met consensus. CONCLUSION: The study provided insight into the WH curriculum offered at participating chiropractic colleges. This resulted in a set of 10 domains and 62 core competencies to inform curricula that may be used by chiropractic training programs to enhance future chiropractors' knowledge and skills around WH across the lifespan and for post-graduate courses to ensure that proficiency may continue to advance in practice. These competencies go beyond women's reproductive health to include less considered milestones throughout the lifespan, including that gender is a social determinant of health, and the biological impact of social conditions, such as age in this population.
The assessment of second year chiropractic students' comfort and confidence modifying care for vulnerable patient groups: A cross-sectional survey.
Snow GJ, Derby DC
J Chiropr Educ · 2026 Mar · PMID 41791714 · Full text
OBJECTIVE: To investigate chiropractic students' comfort and confidence levels in modifying care for vulnerable patient groups. A second aim is to present data on students' self-identification as belonging to one or more...
OBJECTIVE: To investigate chiropractic students' comfort and confidence levels in modifying care for vulnerable patient groups. A second aim is to present data on students' self-identification as belonging to one or more of these groups. METHODS: A cross-sectional survey of 117 second-year students enrolled in a Special Populations course was conducted. Respondents selected special population groups (SPG) to which they identified as belonging. They rated their comfort interacting with and confidence levels modifying care for each SPG on a 5-point scale. A general patient group (GPG), representing patients not belonging to any SPG, served as a benchmark. Responses were grouped into 3 categories: those lacking comfort or confidence, those unsure or neutral, and those with comfort or confidence. RESULTS: Comfort and confidence levels were found to be higher for the GPG than the SPG average. Perceptions of a sociocultural vulnerable subgrouping were much closer to GPG than a physically vulnerable subgrouping. Students perceived themselves most comfortable and confident with ethnically, racially, and religiously diverse patient groups and least comfortable and confident with physically and mentally disabled groups. Thirty-seven percent of respondents identified as belonging to one or more SPG. CONCLUSION: Respondents perceived their comfort levels to be higher than their confidence levels. Ratings for sociocultural vulnerable groups were higher than physically vulnerable groups. Gaps between comfort and confidence were higher in the sociocultural subgroup than the physically vulnerable subgroup. A significant minority of students identified as belonging to one or more of the studied groups.
Frequency of patient-centered communication-related terminology in United States chiropractic curricula, chiropractic accreditation standards, and chiropractic national board content.
Jones AL, Gliedt JA, Battaglia PJ
J Chiropr Educ · 2026 Feb · PMID 41759929 · Full text
OBJECTIVE: The purpose of this study was to describe the frequency of patient-centered communication (PCC)-related terminology in US doctor of chiropractic degree program (DCP) curricula, chiropractic accreditation stand...
OBJECTIVE: The purpose of this study was to describe the frequency of patient-centered communication (PCC)-related terminology in US doctor of chiropractic degree program (DCP) curricula, chiropractic accreditation standards, and chiropractic national boards testing content. METHODS: Sixteen academic course catalogs, Council on Chiropractic Education accreditation standards, and National Board of Chiropractic Examiners test plans for parts I-IV were collected from November 2024 through December 2024. The documents were searched using terminology related to patient-centered communication. Context of each term, frequency of use, and percentage of related terminology relative to the overall curriculum at each respective DCP are described. RESULTS: The frequency of PCC-related terminology ranged from 2% to 17% in DCP required coursework. A total of 47% of DCP's in this study had a frequency of 5% or less of PCC-related terminology included in their curriculum. The most recent DCP accreditation standards outline a total of 8 Council on Chiropractic Education meta-competencies, 4 of which included terminology related to PCC. PCC-related terminology was absent from the National Board of Chiropractic Examiners primary test categories, with 2 instances found in the secondary test categories. CONCLUSION: There is large variability in frequency of PCC-related terminology used in US DCP curricula. Council on Chiropractic Education accreditation standards include PCC-related terminology in half of their stated meta-competencies. PCC-related terminology has limited representation in the National Board of Chiropractic Examiners test plans. Further study is needed to understand the real-time PCC-related content exposure that occurs within chiropractic education.
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.
Ferguson A, Crouse J, Percuoco K … +12 more , Wells B, Margrave AD, Schneider P, Meyers M, Baca K, VanNatta M, Chapin T, Vozar A, Shannon K, Derby DC, Salsbury SA, Nightingale LM
J Chiropr Educ · 2026 Feb · PMID 41759923 · Full text
OBJECTIVE: The purpose of this study was to explore motivators and barriers to participation in scholarly activity among chiropractic faculty and administrators. METHODS: A faculty workgroup undertook a sequential explan...
OBJECTIVE: The purpose of this study was to explore motivators and barriers to participation in scholarly activity among chiropractic faculty and administrators. METHODS: 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. RESULTS: 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. CONCLUSION: Faculty and administrators share similar outlooks on primary motivators and barriers to scholarly activity in this chiropractic educational setting.
Prevalence of imposter phenomenon among chiropractic students at a South African university: A cross-sectional survey.
Richards M, Naidoo S
J Chiropr Educ · 2026 Feb · PMID 41759920 · Full text
OBJECTIVE: 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...
OBJECTIVE: 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. METHODS: 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. RESULTS: 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. CONCLUSION: 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.
Assessing self-reported empathy among chiropractic students at a South African university.
Ismail F, Simoes M
J Chiropr Educ · 2026 Feb · PMID 41759914 · Full text
OBJECTIVE: 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 a...
OBJECTIVE: 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. METHODS: 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. RESULTS: 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). CONCLUSION: 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.
Determining undergraduate pediatric chiropractic competencies and entrustable professional activities: A mixed-method study.
Marchand AM
J Chiropr Educ · 2026 Feb · PMID 41759911 · Full text
OBJECTIVE: 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...
OBJECTIVE: 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). METHODS: 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. RESULTS: 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. CONCLUSION: 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.
Prevalence of burnout among chiropractic educators in Malaysia.
Wong YK, Chan KYE, Raj LR
J Chiropr Educ · 2026 Feb · PMID 41759903 · Full text
OBJECTIVE: Burnout among educators, particularly in high-stress environments like chiropractic education, is a significant issue with implications for both educators' well-being and educational outcomes. This study exami...
OBJECTIVE: Burnout among educators, particularly in high-stress environments like chiropractic education, is a significant issue with implications for both educators' well-being and educational outcomes. This study examines the prevalence and levels of burnout among chiropractic educators at a Malaysian institution, using dual classification methods to compare prevalence estimates. METHODS: A quantitative, descriptive, cross-sectional study was conducted with 15 chiropractic educators. Burnout was assessed using the Maslach Burnout Inventory-Educators Survey (MBI-ES), encompassing 3 subscales: Emotional Exhaustion (EE), Depersonalization (DP), and Personal Accomplishment (PA). Burnout profiles were classified using the 2016 and 2018 MBI manuals. Data were analyzed with descriptive statistics, Pearson correlation, t tests, regression, and Fisher exact test. RESULTS: Using the 2016 classification method, most respondents exhibited moderate levels of emotional exhaustion (73.3%) and depersonalization (73.3%), while most reported low levels of personal accomplishment (86.67%). In contrast, the 2018 classification method identified 33.3% of respondents as Engaged and 13.3% as experiencing Burnout. Multiple regression revealed moderate but nonsignificant associations between age, sex, and EE and DP scores. Fisher exact test found no significant associations between sex and burnout profiles or subscale categories. Overall, burnout prevalence was 0% based on the 2016 criteria and 13.3% using the 2018 method. CONCLUSION: This study underscores variability in burnout prevalence depending on classification method. While burnout affects a portion of chiropractic educators, findings highlight the importance of tailored interventions to address specific dimensions of burnout and promote well-being. Institutions should consider adopting flexible frameworks to capture burnout's complexities and mitigate its effects on academic environments.
The perceptions and experiences of chiropractic students on practicing evidence-based practice during their clinical practicum at a teaching clinic.
Tayob T, Varatharajullu D
J Chiropr Educ · 2025 Sep · PMID 41085144 · Full text
OBJECTIVE: 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....
OBJECTIVE: 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. METHODS: 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. RESULTS: 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. CONCLUSION: 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.
Continuous Quality Improvement: Making Chiropractic Education Better. Chiropractic Educators Research Forum (CERF), June 28, 2025.
Chiropractic Educators Research Forum
J Chiropr Educ · 2025 Oct · PMID 41085139 · Full text
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 impro...
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.
Chiropractic students' force-time parameters for chiropractic adjustments at the beginning and end of an academic term.
Trowbridge M, Ward K, Smith M
J Chiropr Educ · 2025 Sep · PMID 41085134 · Full text
OBJECTIVE: 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 traini...
OBJECTIVE: 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. METHODS: 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. RESULTS: 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. CONCLUSION: 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.
Small Teaching Online.
Manrique C, Alsharif A, Brown K … +3 more , Calongne C, Cockerham T, Ngwenya T
J Chiropr Educ · 2025 May · PMID 41085118 · Full text
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Experiences and perceptions of newly graduated chiropractors from a South African university in their clinical management of pregnant women.
Strydom T, Sibiya MN, Varatharajullu D
J Chiropr Educ · 2025 May · PMID 40934347 · Full text
OBJECTIVE: 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. METHODS: A qu...
OBJECTIVE: 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. METHODS: 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. RESULTS: 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. CONCLUSION: 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.
Collaboration in Education and Research: Stronger Together. Chiropractic Educators Research Forum (CERF), December 7, 2024.
Chiropractic Educators Research Forum
J Chiropr Educ · 2025 May · PMID 40539367 · Full text
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 chirop...
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.
Perceptions of chiropractic students on digital literacy skills at a South African university: A cross-sectional study.
Pyper CN, Moore BA, Ismail F
J Chiropr Educ · 2025 May · PMID 40444473 · Full text
OBJECTIVE: The purpose of this study was to assess chiropractic students' opinions of their digital literacy proficiencies. METHODS: A cross-sectional, quantitative, and exploratory study was conducted with 1st to 4th ye...
OBJECTIVE: The purpose of this study was to assess chiropractic students' opinions of their digital literacy proficiencies. METHODS: 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. RESULTS: 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). CONCLUSION: 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.
Prevalence of burnout among chiropractic students in Malaysia.
Wong YK, Raj LR, Chan KYE
J Chiropr Educ · 2025 May · PMID 40444472 · Full text
OBJECTIVE: To investigate the prevalence of burnout among chiropractic students in Malaysia, using the Maslach Burnout Inventory-General Survey for Students (MBI-GS[S]). METHODS: A quantitative cross-sectional study was...
OBJECTIVE: To investigate the prevalence of burnout among chiropractic students in Malaysia, using the Maslach Burnout Inventory-General Survey for Students (MBI-GS[S]). METHODS: A quantitative cross-sectional study was conducted at IMU University with 219 chiropractic students from semester 1 through semester 8. The MBI-GS(S) was utilized to assess burnout across 3 subscales: Exhaustion, Cynicism, and Professional Efficacy. Data were analyzed using descriptive statistics, Kruskal-Wallis tests, and χ2 tests. Standardized residual analysis was performed as a posthoc step to identify which specific year(s) contributed to any significant χ2 results. RESULTS: Of the 219 participants, 2.28% were classified as having a burnout profile under the 2016 method, while 10.04% met the burnout profile under the 2018 method. A χ2 test revealed no association between year of study and burnout using the 2016 method. In contrast, the 2018 method indicated a significant association (p = .004), driven primarily by a higher-than-expected frequency of burnout in Year 1 and a lower-than-expected frequency in Year 2. CONCLUSION: Burnout is present among chiropractic students in Malaysia, with estimates differing by classification method. The 2018 method not only yielded a higher overall prevalence but also highlighted an association with year of study. These findings underscore the importance of choosing appropriate classification criteria and emphasize targeted interventions for students most at risk, particularly in their first year.
Association between time management practices and perceived stress levels in preclinical chiropractic students.
Wong YK, Lai WH
J Chiropr Educ · 2025 May · PMID 40390630 · Full text
OBJECTIVE: The demands of chiropractic education often result in significant stress for students, highlighting the need for effective stress management strategies, including time management practices. This study examined...
OBJECTIVE: The demands of chiropractic education often result in significant stress for students, highlighting the need for effective stress management strategies, including time management practices. This study examined the relationship between time management practices and perceived stress levels among preclinical chiropractic students at 1 university. METHODS: A cross-sectional survey-based study was conducted with 40 preclinical chiropractic students, using the Time Management Behavioral Scale and the Perceived Stress Scale to assess time management practices and perceived stress levels. Data were collected from February to April 2021. Analyses included confirmatory factor analysis and structural equation modeling. RESULTS: There was a statistically significant negative correlation between time management practices and perceived stress levels, indicating that better time management was associated with lower stress levels. Confirmatory factor analysis and structural equation modeling analyses revealed that setting goals and priorities played a crucial role in managing perceived stress. CONCLUSION: This study highlights a significant association between time management practices and perceived stress levels among chiropractic students. These findings contribute to understanding how time management relates to students' well-being and academic performance, providing a foundation for future research in this area.
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