The Journal Of Chiropractic Education[JOURNAL]
Sun
200 papers
Influence of an educational review sheet on chiropractic students' evaluation and management coding performance: .
Sergent A, Roecker CB, Cofano G
J Chiropr Educ · 2019 Oct · PMID 30615480 · Full text
OBJECTIVE: To evaluate whether an educational worksheet would influence the accuracy of simulated evaluation and management (E/M) coding among students in a doctor of chiropractic program. METHODS: An educational workshe...
OBJECTIVE: To evaluate whether an educational worksheet would influence the accuracy of simulated evaluation and management (E/M) coding among students in a doctor of chiropractic program. METHODS: An educational worksheet was developed as well as a test and survey involving simulated patient scenarios. Two groups were analyzed in this project. All members of the intervention group received the educational worksheet and were able to use it while completing their E/M coding test and survey; the control group completed their E/M coding test and survey without the educational worksheet. The E/M coding test and survey were scored for each group; the mean group scores were evaluated, and between group differences were analyzed using a 2-tailed test. RESULTS: The intervention group recorded significantly higher scores ( < .001) on the E/M coding test and survey. CONCLUSION: Doctor of chiropractic students who were provided with an E/M educational worksheet had fewer errors on a simulated E/M coding test and survey.
A pilot study of the effect of force feedback training on students learning flexion-distraction chiropractic technique.
Rowell RM, Gudavalli MR, Silverman S
J Chiropr Educ · 2019 Oct · PMID 30590012 · Full text
OBJECTIVE: We compared traditional training alone and with the addition of force feedback training for learning flexion-distraction chiropractic technique. METHODS: Participants were randomly allocated to two groups (tra...
OBJECTIVE: We compared traditional training alone and with the addition of force feedback training for learning flexion-distraction chiropractic technique. METHODS: Participants were randomly allocated to two groups (traditional or traditional plus force feedback training). Students' forces were measured before training and after force feedback training. Students rated the helpfulness of the training and the comfort of the force transducer. RESULTS: Thirty-one students were enrolled. Both groups delivered similar forces at baseline. Group 1 students' subsequent force measurements were higher after force feedback training. Group 2 students' forces were unchanged. Group 2 students were trained with force feedback for week 2 of the class, and forces were higher after feedback and similar to those in group 1. Students rated the training as very or somewhat helpful. Students also experienced discomfort as a patient and a student-doctor due to the force transducer that was used. Students who received force feedback training learned to deliver higher forces, which were closer to the forces delivered by experienced doctors of chiropractic. Students who did not receive force feedback continued to deliver lower forces. CONCLUSION: Force feedback helped students deliver forces closer to the desired force level and to learn this delivery faster than students who were not trained with force feedback.
Newly qualified chiropractors' perceptions of preparedness for practice: A cross-sectional study of graduates from European training programs.
Pulkkinen E, de la Ossa PP
J Chiropr Educ · 2019 Oct · PMID 30475640 · Full text
OBJECTIVE: The purpose of this pilot study was to explore chiropractic graduates' perceived preparedness for practice in the 7 key competencies of the Canadian Medical Education Directives for Specialists. METHODS: An an...
OBJECTIVE: The purpose of this pilot study was to explore chiropractic graduates' perceived preparedness for practice in the 7 key competencies of the Canadian Medical Education Directives for Specialists. METHODS: An anonymous 5-point Likert scale electronic questionnaire was distributed to graduates from the 2014-2016 cohorts of 9 European chiropractic colleges accredited by the European Council of Chiropractic Education. For each group under 1 competency role, the mean overall score was calculated. Statistical differences were analyzed using a test and analysis of variance. Cronbach's alpha was calculated for internal consistency. RESULTS: Results of 7 chiropractic colleges were analyzed ( = 121). Differences were found among colleges, competencies, and items. Overall, the graduates who responded scored the lowest in collaborator (3.76) and scholar (3.78) competencies. They scored the highest in professional (4.39) and chiropractic expert (4.13) competencies. In all colleges, a lower level of perceived preparedness was found in collaborator, scholar, and manager competencies. Statistical differences were found that compared the type of employment and cohorts. CONCLUSION: Our results show there may be a gap between education and professional practice regarding perceived preparedness, and graduates perceived themselves to be unprepared in some competencies. The preliminary results of this study could be used to improve curricula of chiropractic education.
A mixed-method study of chiropractic student clinical immersion placements in nonmetropolitan Western Australia: Influence on student experience, professional attributes, and practice destination.
Amorin-Woods LG, Losco BE, Leach MJ
J Chiropr Educ · 2019 Mar · PMID 30444636 · Full text
OBJECTIVE:: To explore the influence of nonmetropolitan clinical immersion placements (CIPs) on undergraduate chiropractic student experience, professional attributes, and practice destination. METHODS:: Students enrolle...
OBJECTIVE:: To explore the influence of nonmetropolitan clinical immersion placements (CIPs) on undergraduate chiropractic student experience, professional attributes, and practice destination. METHODS:: Students enrolled in an Australian undergraduate chiropractic program were invited to complete a service experience questionnaire and an open-ended reflective feedback form following a nonmetropolitan CIP (Part A). Online searches were performed to gather data on graduate practice location (Part B). RESULTS:: Sixty-four students participated in Part A. All agreed that the placement was educational and should be retained in the program. Students agreed that the placement enhanced respect for individuals and awareness of others in need, highlighted the importance of respect for all people, improved empathy for the disadvantaged, and provided an opportunity to improve communication skills. Most indicated that they were more likely to practice in a country setting as a result of their placement, with those participating in a country placement more likely to practice in nonmetropolitan regions after graduation. CONCLUSION:: Many chiropractic programs around the world are adopting CIPs. This study is the 1st to investigate the possible influence of nonmetropolitan CIPs on the development of desirable attributes in Australian chiropractic students. It also discusses the potential influence of nonmetropolitan CIPs on future practice location decisions. These results support the utility of CIPs to help meet the educational objectives of chiropractic programs and possibly address the maldistribution of the chiropractic workforce in Australia.
A comparison of student performance and satisfaction between a traditional and integrative approach to teaching an introductory radiology course on the extremities.
Jarrett-Thelwell FD, Burke JR, Poirier JN … +1 more , Petrocco-Napuli K
J Chiropr Educ · 2019 Mar · PMID 30444635 · Full text
OBJECTIVE:: The purpose of the study was to compare student performance and student satisfaction ratings for an introductory extremities radiology course taught using 2 different educational methods. METHODS:: One group...
OBJECTIVE:: The purpose of the study was to compare student performance and student satisfaction ratings for an introductory extremities radiology course taught using 2 different educational methods. METHODS:: One group of students was taught using a traditional face-to-face instruction method, and the other group received an integrative blended-learning approach. A multivariate analysis of scores on lecture and laboratory examinations was performed to detect differences in student performance between the 2 methods. An independent t test was performed to compare the final course averages between the 2 methods. χ Analysis was used to compare the distribution of letter grades and levels of satisfaction between the 2 groups. RESULTS:: Test scores were higher for the integrative approach than for the traditional face-to-face method ( p < .05). However, the differences were not meaningful, as the greatest improvement in correct responses was only for 2 questions. Students appeared to be more satisfied with the integrative approach when compared to the traditional method ( p < .05). CONCLUSION:: Student satisfaction with the educational delivery methods in an introductory extremities radiology course using an integrative approach was greater than for the traditional face-to-face instruction method. Student performance was similar between the 2 cohorts.
Learning spinal manipulation: Gender and expertise differences in biomechanical parameters, accuracy, and variability.
Pasquier M, Barbier-Cazorla F, Audo Y … +2 more , Descarreaux M, Lardon A
J Chiropr Educ · 2019 Mar · PMID 30408423 · Full text
OBJECTIVE:: The purpose of this study was to investigate gender differences and expertise effects on biomechanical parameters as well as force accuracy and variability for students learning spinal manipulation. METHODS::...
OBJECTIVE:: The purpose of this study was to investigate gender differences and expertise effects on biomechanical parameters as well as force accuracy and variability for students learning spinal manipulation. METHODS:: A total of 137 fourth- and fifth-year students were recruited for the study. Biomechanical parameters (preload, time to peak force, peak force, rate of force), as well as accuracy and variability of thoracic spine manipulation performance, were evaluated during 5 consecutive trials using a force-sensing table and a target force of 450 N. Gender, expertise differences on biomechanical parameters, as well as constant, variable, and absolute error were assessed using 2-way analysis of variance. RESULTS:: Analyses showed significant gender differences for several biomechanical parameters, as well as significant gender differences in accuracy and variability. Although women showed lower time to peak force and rate of force values, they were more precise and showed less variability than men when performing thoracic spine manipulations. Students with clinical expertise (fifth-year students) used less force and were more precise. CONCLUSION:: Our results showed that gender differences in spinal manipulation performance exist and that these differences seem to be mainly explained by alternative motor strategies. To develop gender-specific teaching methods, future studies should explore why men and women approach spinal manipulation tasks differently.
Letters to the Editor.
J Chiropr Educ · 2018 Oct · PMID 30328718 · Full text
Abstract loading — click title to view on PubMed.
2018 World Federation of Chiropractic/Association of Chiropractic Colleges Education Conference Proceedings.
J Chiropr Educ · 2018 Oct · PMID 30130139 · Full text
In October 2018, the World Federation of Chiropractic and Association of Chiropractic Colleges Education Conference was held in London, England. This summary provides the titles of the presentations from the contributed...
In October 2018, the World Federation of Chiropractic and Association of Chiropractic Colleges Education Conference was held in London, England. This summary provides the titles of the presentations from the contributed presentations. The full set of abstracts for this meeting are published online at www.journalchiroed.com as an exclusively electronic publication that is part of volume 32, issue 2 (October 2018) of the Journal of Chiropractic Education.
The passive voice and comprehensibility of biomedical texts: An experimental study with 2 cohorts of chiropractic students.
Millar N, Budgell BS
J Chiropr Educ · 2019 Mar · PMID 30070902 · Full text
OBJECTIVE:: Authors in the health sciences are encouraged to write in the active voice in the belief that this enhances comprehensibility. Hence, the purpose of this study was to compare objectively measured and subjecti...
OBJECTIVE:: Authors in the health sciences are encouraged to write in the active voice in the belief that this enhances comprehensibility. Hence, the purpose of this study was to compare objectively measured and subjectively perceived comprehensibility of texts in which one voice or the other was highly prevalent. METHODS:: Objectively rated comprehensibility was obtained by presenting 161 2nd-year chiropractic students with questions pertaining to 2 methods sections of biomedical articles, each presented in its original form with high prevalence of the passive voice, and in a manipulated form with all main verbs in the active voice. The difficulties and sensitivities of questions were compared for the 2 forms of each text. Comprehensibility was obtained by asking students to rate the comprehensibility of authentic sentences from biomedical manuscripts and matched manipulated form in which the voice of the main verb had been changed. Differences in comprehensibility between the 2 texts were assessed with a dependent t test. RESULTS:: There were no significant differences in the difficulties or sensitivities of questions pertaining to the 2 original texts written in the passive voice versus the active voice ( p > .35 for all comparisons). Students rated sentences written in the passive voice as marginally more comprehensible than sentences written in the active voice ( p = .003 per 2-tailed paired t test). CONCLUSION:: The texts written in the active voice were not more comprehensible than texts written in the passive voice. The results of this study do not support editorial guidelines that favor active voice over passive voice.
Analysis of the chief complaints of older patients seeking chiropractic care at a teaching clinic and potential implications for clinical education.
D'cruz D, Clark M, Cade A … +3 more , Glucina T, Pritchard K, Fox M
J Chiropr Educ · 2018 Oct · PMID 30067377 · Full text
OBJECTIVE:: To describe the chief complaints of people older than 65 years who seek chiropractic care at a chiropractic teaching clinic and assess the case mix available at the clinic. METHODS:: One hundred patient files...
OBJECTIVE:: To describe the chief complaints of people older than 65 years who seek chiropractic care at a chiropractic teaching clinic and assess the case mix available at the clinic. METHODS:: One hundred patient files were included in this study. Patient files were included if the patient was older than 65 years when he or she initiated care at the teaching clinic. Data on age, sex, and chief complaints were recorded. RESULTS:: Of the patients included in this study, 55% were female. The mean age of patients was 69.5 years, with an age range of 65-88 years. The most common chief complaint was low back pain, with 45% of patients reporting this as their chief complaint. The second most prevalent complaint was neck pain, followed by patients seeking care with no presenting complaints (14%) and patients with extremity complaints (8%). Groin pain, hip pain, balance problems, headaches, and visceral complaints were also reported. CONCLUSION:: The most common reasons that older patients presented for chiropractic care were for back and neck pain. The case mix was considered similar to practices in the country.
A collaborative process for a program redesign for education in evidence-based health care.
Whillier S, Spence N, Giuriato R
J Chiropr Educ · 2019 Mar · PMID 30052054 · Full text
OBJECTIVE:: We outline the framework of a collaborative process to redesign an existing 5-year health education program, which may prove useful to other similar institutions. The aim was to strengthen evidence-based prac...
OBJECTIVE:: We outline the framework of a collaborative process to redesign an existing 5-year health education program, which may prove useful to other similar institutions. The aim was to strengthen evidence-based practice and curriculum alignment. METHODS:: A whole-of-program approach was used to restructure the existing courses into 3 "streams": professional practice, clinical research, and clinical science. The process incorporated a series of facilitated workshops organized by the department director of learning and teaching and the faculty facilitation team, and it was inclusive of all available members of the department, a clinic supervisor, a sessional (casual teaching) staff member, and a recent graduate of the program. RESULTS:: Unit content and assessments were restructured to progress the program learning outcomes from year to year. The undergraduate program was redesigned to create a more logical learning pathway for students. Consolidation of subject topics in the postgraduate program allowed for the development of stand-alone research-only units. CONCLUSION:: The mechanism of curriculum mapping allowed for discussion about the flow of information from year to year and how evidenced knowledge and understanding can be developed. It is necessary that everyone participates and understands the importance of program goals as developed by the process. Because drift in curriculum can occur incrementally over the years, to be effective, the program requires ongoing monitoring and regular collaboration to continue improvements.
Development of a clinical skills remediation program for chiropractic students at a university.
Lady SD, Takaki LAK
J Chiropr Educ · 2018 Oct · PMID 30044140 · Full text
OBJECTIVE:: An important goal of chiropractic educational institutions is to ensure that all graduates reach an acceptable level of clinical competency and thus institutions are equipped to offer traceable remediation wh...
OBJECTIVE:: An important goal of chiropractic educational institutions is to ensure that all graduates reach an acceptable level of clinical competency and thus institutions are equipped to offer traceable remediation when skills fall below certain benchmarks. METHODS:: Working with key individuals in the faculty, administration, and assessment department, a process of remediation was created and materials were produced that could be used by faculty and assessment staff to focus on a student's lack of knowledge, technique, or documentation in specific clinical skill areas. The primary goal was to create an individualized remediation plan that suits the specific needs of the student. RESULTS:: Utilization of the remediation center continues to increase. Referrals to the center for fiscal years 2015, 2016, and 2017 were 60, 125, and 126 students, respectively. Retesting rates after remediation continue to be high, with 98.3%, 95.2%, and 95.8% for fiscal years 2015, 2016, and 2017, respectively. CONCLUSION:: We developed and implemented a chiropractic remediation program to satisfy the need for objectively identifying and remediating clinical skill deficiencies. This remediation program experienced an increase in use in its initial 3 years of operation, indicating more inclusion of the program across the departments, clinics, and assessment. The outcome of remediation is still not clear because there are no consistent assessment measures in place to determine pre- and postremediation student performance.
Obesity bias among preclinical and clinical chiropractic students and faculty at an integrative health care institution: A cross-sectional study.
Kadar GE, Thompson HG
J Chiropr Educ · 2019 Mar · PMID 30044139 · Full text
OBJECTIVE:: The purpose of this study was to assess the prevalence of obesity bias among preclinical and clinical chiropractic students and faculty at an integrative health care academic institution. METHODS:: This was a...
OBJECTIVE:: The purpose of this study was to assess the prevalence of obesity bias among preclinical and clinical chiropractic students and faculty at an integrative health care academic institution. METHODS:: This was a cross-sectional quantitative, single-method survey with group comparison using the Beliefs About Obese Persons scale (BAOP) and the Attitudes Toward Obese Persons scale. Both instruments were administered as a single 28 question survey via email to 450 students and 46 faculty members in a doctor of chiropractic (DC) program. Differences were determined by 2 tailed t tests. RESULTS:: The response rate for faculty and students was 31% and 65%, respectively. One hundred forty-three DC students, preclinical ( n = 65) and clinical ( n = 78), and 30 DC faculty, preclinical ( n = 15) and clinical ( n = 15) completed the survey. Both students and faculty harbored antiobesity attitudes and moderate antiobesity beliefs. Students demonstrated slightly more positive attitudes toward obese persons than did preclinical faculty. Although preclinical faculty did not demonstrate more biased attitudes than did preclinical students ( p = .057), they were more biased than clinical students ( p = .26). On the BAOP, preclinical faculty scored significantly lower than both preclinical students and clinical students ( p = .013 and .017, respectively). CONCLUSION:: Obesity bias was common among clinical and preclinical chiropractic students and faculty at our institution. A cultural shift that reduces bias may require changes in both the curriculum and cocurriculum.
A survey of chiropractic intern experiences learning and using an electronic health record system.
Funk MF
J Chiropr Educ · 2018 Oct · PMID 29878852 · Full text
OBJECTIVE:: Previous research has discussed various challenges to introducing an electronic health record (EHR) to first-time health professional students. Chiropractic interns face similar challenges. Interns' perceptio...
OBJECTIVE:: Previous research has discussed various challenges to introducing an electronic health record (EHR) to first-time health professional students. Chiropractic interns face similar challenges. Interns' perceptions about learning and using an EHR were assessed. METHODS:: An anonymous electronic survey was sent to interns of our outpatient chiropractic clinic requesting their relative agreement or disagreement to statements in nine domains. Since perceptions of EHR have been shown to change with increased time spent using an EHR, the survey also sought to compare more experienced users (8th semester) to novices (7th semester). Data were analyzed for relative agreement to statements related to learning the use of the EHR. Interns also provided other written comments. RESULTS:: There was a 51% overall response rate, evenly divided between 7th and 8th semester interns. Interns generally concurred that they were adept at using the current EHR and those with more experience responded they were more adept than those with less EHR familiarity. Interns strongly agreed that the EHR facilitated gathering information about patients through the ability to review previous clinical notes, tests, and medication lists. Experienced interns were more likely to enter data after the encounter was over and novice users more commonly entered data during the encounter. CONCLUSION:: This information regarding interns' EHR experiences may provide strategies that lead to improvements in intern EHR education. Having insight into learners' experiences can provide important input to the EHR features that should be considered carefully by institutions and individual purchasers alike.
Description of a change in teaching methods and comparison of quizzes versus midterms scores in a research methods course.
Sullivan SGB, Hoiriis KT, Paolucci L
J Chiropr Educ · 2018 Oct · PMID 29873246 · Full text
OBJECTIVE:: We describe a change in teaching method from extended face-to-face instruction to a blended classroom environment in a research methods course and compare student scores following a change in assessment from...
OBJECTIVE:: We describe a change in teaching method from extended face-to-face instruction to a blended classroom environment in a research methods course and compare student scores following a change in assessment from mid-term examination to weekly quizzes. METHODS:: The course traditionally had been taught using a weekly 2-hour lecture for each academic term. A change in teaching methods was designed to include 20 minutes of lecture followed by 30 minutes of topic-specific in-class group discussions. The students then continued group work for an additional hour at an alternative location of their choice, such as the library, café, student study areas, or at home. Student homework/reading assignments were given as topics for weekly group discussions. In addition, the midterm examinations were replaced with weekly quizzes. Using t-test and analysis of variance, scores for four student cohorts in two successive academic terms were compared using identical multiple-choice questions from the midterms and quizzes for two topics. Student verbal feedback was elicited at the end of each term. RESULTS:: Quiz scores showed significant improvement over midterm scores for the more challenging statistics multiple-choice questions ( t[371] = -2.21, p = .03, d = 0.23) with no significant improvement in multiple-choice questions about the safety of human subjects ( t[374] = -.401, p = .69, d = 0.04). Student verbal feedback indicated higher satisfaction with the blended classroom and experiential learning style. CONCLUSION:: Assessment using quizzes in an early and often format, instead of a midterm examination, was associated with higher scores on identical questions. Students preferred the blended classroom environment with experiential learning exercises and weekly quizzes.
Comparison of student performance and perceptions of a traditional lecture course versus an inverted classroom format for clinical microbiology.
Burnham KD, Mascenik J
J Chiropr Educ · 2018 Oct · PMID 29873245 · Full text
OBJECTIVE:: Student satisfaction and student performance are of primary concern when classroom pedagogy is changed. We determine the equivalence of two teaching methodologies in a clinical microbiology course using test...
OBJECTIVE:: Student satisfaction and student performance are of primary concern when classroom pedagogy is changed. We determine the equivalence of two teaching methodologies in a clinical microbiology course using test scores as the measure of student performance. METHODS:: The two teaching methodologies examined were a traditional lecture-based method face-to-face (F2F) method and an inverted classroom method (ICM). Student perceptions of the ICM method were measured using a course survey in which students were asked to compare their experiences in the ICM class with experiences in a traditional F2F class. Classroom exams were administered in the same way in the traditional F2F lecture and ICM courses. Student test averages obtained in both pedagogies were compared for equivalence using an independent samples t-test. A six-question survey was developed to assess student perception of the ICM classroom compared to that for the traditional lecture-based classroom. RESULTS:: Test performance of students in the ICM was equivalent to that of students receiving traditional F2F lectures. Mean difference between test scores for the ICM and traditional F2F groups was 1.9 points (95% confidence interval [CI], -4.0-0.14). Survey responses indicated that respondents feel positively about self-learning in ICM and prefer the flexibility provided by ICM. CONCLUSION:: This study provides evidence that the ICM method of teaching clinical microbiology can replace the traditional F2F method without loss of student performance. Respondent perceptions of the inverted classroom were positive, with students favoring the flexibility.
Analysis of immediate student outcomes following a change in gross anatomy laboratory teaching methodology.
Afsharpour S, Gonsalves A, Hosek R … +1 more , Partin E
J Chiropr Educ · 2018 Oct · PMID 29688751 · Full text
OBJECTIVE:: To compare student performance following a change in laboratory teaching methodology from cadavers to models to virtual dissection table in a musculoskeletal gross anatomy course in a doctor of chiropractic p...
OBJECTIVE:: To compare student performance following a change in laboratory teaching methodology from cadavers to models to virtual dissection table in a musculoskeletal gross anatomy course in a doctor of chiropractic program. METHODS:: Three marking periods of laboratory and lecture examination scores from 3 consecutive academic calendar years were evaluated and compared using simple analysis as well as analysis of variance and post hoc t tests. The 1st cohort of students ( n = 352) utilized cadavers. The 2nd cohort of students ( n = 350) had anatomical models as their primary gross laboratory modality. The 3rd cohort of students ( n = 393) utilized virtual dissection tables. RESULTS:: The midterm and final laboratory examination scores were evaluated and showed successive increase in aggregate averages between cohort 1 (mean = 76.1%), cohort 2 (mean = 81.4%), and cohort 3 (mean = 85.1%). Lecture examination scores remained consistent between the cohorts at 61.2%, 62.4%, and 61.1%, respectively. Significant improvements were seen in lab exam scores between cohorts ( F [2, 2113] = 58.6, p < .001), and no significant differences were seen in lecture exam scores. CONCLUSION:: Students utilizing virtual dissection tables scored higher on laboratory examinations than students having models or cadavers. However, they displayed a similar testing competency in lecture examinations, suggesting a possible change in laboratory examination difficulty between the cohorts but a similar knowledge base. Further studies are warranted to evaluate the long-term retention of student knowledge.
An online catalog of muscle variants: Student perceptions of a new opportunity for self-directed learning.
Bale LS, Herrin SO, Brandt NM … +1 more , Enos NM
J Chiropr Educ · 2018 Oct · PMID 29688750 · Full text
OBJECTIVE:: Muscle variants are common findings in dissection laboratories. These anomalous structures can be relevant in the diagnosis and management of certain conditions and therefore could be incorporated into anatom...
OBJECTIVE:: Muscle variants are common findings in dissection laboratories. These anomalous structures can be relevant in the diagnosis and management of certain conditions and therefore could be incorporated into anatomy curricula at chiropractic colleges. We aimed to create an online resource of muscle variants to facilitate student self-directed learning within this area of study. METHODS:: At the time of their discovery during routine educational dissection, muscle variants included in the catalog were documented and subsequent case reports written. All content created for this resource, including photographs and videos, was hosted on the institution's learning management system. Students enrolled in our doctor of chiropractic program were invited to view the catalog and encouraged to leave feedback by completing an online survey. RESULTS:: Student responses to Likert-style survey questions generally indicated high levels of satisfaction regarding the utility and features of the catalog. Open-ended and Likert-style survey questions were used to help guide the future directions of this developing resource. Concurrent anatomy students were not more likely to contribute to the catalog compared to students who had previously completed the university's anatomy course series ( p = .75, 2-tailed Fisher exact test). CONCLUSION:: An online supplement to graduate-level gross anatomy courses can aid in the instruction of muscle variants by providing an opportunity for student self-directed learning. This resource will be updated continually and will be expanded on to include neurovascular and visceral variants. Student participation will be sought in developing future content to be included in this catalog.
The association between students taking elective courses in chiropractic technique and their anticipated chiropractic technique choices in future practice.
Wanlass PW, Sikorski DM, Kizhakkeveettil A … +1 more , Tobias GS
J Chiropr Educ · 2018 Oct · PMID 29528707 · Full text
OBJECTIVE:: To assess students' opinions of the potential influence of taking elective courses in chiropractic techniques and their future practice preferences. METHODS:: An anonymous, voluntary survey was conducted amon...
OBJECTIVE:: To assess students' opinions of the potential influence of taking elective courses in chiropractic techniques and their future practice preferences. METHODS:: An anonymous, voluntary survey was conducted among graduating students from a doctor of chiropractic program. The survey included questions regarding the chiropractic technique elective courses they had completed and the potential influence of these courses on their chiropractic technique choices in future practice. Surveys were pretested for face validity, and data were analyzed using descriptive and inferential statistics. RESULTS:: Of the 56 surveys distributed, 46 were completed, for a response rate of 82%. More than half of the students reported having taken at least 1 elective course in diversified technique (80%), Cox technique (76%), Activator Methods (70%), or sacro-occipital technique (63%). Less than half of the respondents reported taking technique elective courses in Gonstead or Thompson techniques. More than half of the students stated they were more likely to use Activator (72%), Thompson (68%), diversified (57%), or Cox (54%) techniques in their future practice after taking an elective course in that technique. Females stated that they were more likely to use Activator Methods ( p = .006) in future practice. CONCLUSION:: Chiropractic technique elective courses in the doctor of chiropractic curriculum may influence students' choices of future practice chiropractic technique.
The identity, role, setting, and future of chiropractic practice: a survey of Australian and New Zealand chiropractic students.
de Luca KE, Gliedt JA, Fernandez M … +2 more , Kawchuk G, Swain MS
J Chiropr Educ · 2018 Oct · PMID 29509506 · Full text
OBJECTIVE:: To evaluate Australian and New Zealand chiropractic students' opinions regarding the identity, role setting, and future of chiropractic practice. METHODS:: An online, cross-sectional survey was administered t...
OBJECTIVE:: To evaluate Australian and New Zealand chiropractic students' opinions regarding the identity, role setting, and future of chiropractic practice. METHODS:: An online, cross-sectional survey was administered to chiropractic students in all chiropractic programs in Australia and New Zealand. The survey explored student viewpoints about the identity, role/scope, setting, and future of chiropractic practice as it relates to chiropractic education and health promotion. Associations between the number of years in the program, highest degree preceding chiropractic education, institution, and opinion summary scores were evaluated by multivariate analysis of variance tests. RESULTS:: A total of 347 chiropractic students participated in the study. For identity, most students (51.3%) hold strongly to the traditional chiropractic theory but also agree (94.5%) it is important that chiropractors are educated in evidence-based practice. The main predictor of student viewpoints was a student's chiropractic institution (Pillai's trace =.638, F[16, 1368] = 16.237, p < .001). Chiropractic institution explained over 50% of the variance around student opinions about role/scope of practice and approximately 25% for identity and future practice. CONCLUSIONS:: Chiropractic students in Australia and New Zealand seem to hold both traditional and mainstream viewpoints toward chiropractic practice. However, students from different chiropractic institutions have divergent opinions about the identity, role, setting, and future of chiropractic practice, which is most strongly predicted by the institution. Chiropractic education may be a potential determinant of chiropractic professional identity, raising concerns about heterogeneity between chiropractic schools.
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