The Journal Of Chiropractic Education[JOURNAL]
Sun
200 papers
Cultural and linguistic competence in chiropractic university students: Insights from a cross-sectional study.
Ismail F, Wessels M
J Chiropr Educ · 2025 May · PMID 40390629 · Full text
OBJECTIVE: Cultural and linguistic competence in health care is a universal necessity, compelling educational institutions to prepare graduates for diverse, multicultural environments. This study aimed to explore chiropr...
OBJECTIVE: Cultural and linguistic competence in health care is a universal necessity, compelling educational institutions to prepare graduates for diverse, multicultural environments. This study aimed to explore chiropractic students' perceptions of cultural and linguistic competency at a South African university. METHODS: A cross-sectional anonymous survey was distributed to bachelor of health sciences and master of health sciences chiropractic students at the University of Johannesburg from February 27, 2023, to March 24, 2023. The survey consisted of 33 Likert-scale questions related to 3 subscales: cultural competence, role of language, and student responsiveness. A digital presentation explaining cultural competency was provided to all potential participants. Data were analyzed using frequencies, descriptive statistics, exploratory factor analysis, and reliability testing. RESULTS: The response rate was 43.56% (n = 105) with participants predominantly aged 18-23 years (74.3%, n = 78), female (76.2%, n = 80), White (70.5%, n = 74), and identifying as Christian (63.8%, n = 67); 68.6% (n = 72) were bilingual. Students showed high agreement on the importance of cultural and linguistic competence in health care but expressed a need for additional training in these areas. An interesting association was found between the role of language and the year of study (p = .043) with junior students perceiving higher linguistic competency. The survey demonstrated acceptable reliability (α = 0.877). CONCLUSION: Student respondents expressed the importance of cultural competence and language proficiency and further demonstrated a clear need for further training to enhance their ability to serve diverse cultural and linguistic groups. The value of respecting patients' cultural backgrounds in clinical settings was aligned with global trends.
Use of the Evidence-Based practice Attitude and utilization SurvEy to determine the use of evidence-based practice by chiropractic students.
Fernando S, Whetten A, Alcantara J
J Chiropr Educ · 2025 May · PMID 40327884 · Full text
OBJECTIVE: To assess the attitudes, skills, training, knowledge, barriers, facilitators and use of evidence-based practice (EBP) by chiropractic students and determine the variables important to perceptions of EBP. METHO...
OBJECTIVE: To assess the attitudes, skills, training, knowledge, barriers, facilitators and use of evidence-based practice (EBP) by chiropractic students and determine the variables important to perceptions of EBP. METHODS: We utilized the Evidence-Based practice Attitude and utilization SurvEy (EBASE) to achieve our stated objectives. In addition to descriptive statistics, we utilized a generalized linear model to determine the most highly significant items of the EBASE instrument that contributed towards overall EBP perception. RESULTS: A convenience sample of 163 chiropractic students comprised our study population. The majority of students (74%) were 20-29 years of age and achieved a baccalaureate degree or higher (80%) prior to chiropractic matriculation. The respondents indicated positive overall attitude and support of EBP but felt were inadequately trained in EBP and had poor skills in conducting clinical research and systematic reviews. Indicated barriers to EBP were lack of time and lack of clinical evidence for relevant studies. Access to the internet and databases, and ability to download full manuscripts were facilitators to the use of EBP. Generalized linear modelling identified the following as having a significant effect on overall positive EBP perception: confidence in applying research evidence to clinical practice, a lack of interest in EBP, membership in a professional association, quarter of study at institution, and access to tools to critically appraise existing research. CONCLUSION: Our use of the EBASE questionnaire identified the attitudes, barriers and facilitators to the uptake of EBP by chiropractic students and those variables that contributed to overall EBP perception.
Suggestions for improving patient safety culture within international chiropractic teaching settings: A qualitative analysis of clinic partner feedback from a mixed method survey.
Salsbury SA, Funabashi M, Kangas KA … +9 more , Woosley V, Crouch AN, Brown A, Lee AD, Borody CPA, Porter BJ, St-Onge E, Moore MP, Pohlman KA
J Chiropr Educ · 2025 Apr · PMID 40298044 · Full text
OBJECTIVE: To describe clinic stakeholder suggestions for improvements in patient safety in chiropractic teaching clinical settings. METHODS: We conducted a mixed-methods, cross-sectional survey to extend SafetyNET, a re...
OBJECTIVE: To describe clinic stakeholder suggestions for improvements in patient safety in chiropractic teaching clinical settings. METHODS: We conducted a mixed-methods, cross-sectional survey to extend SafetyNET, a research project into patient safety culture in chiropractic. Our sample (n = 864) included clinic students, faculty, and staff from chiropractic programs from 4 different countries. We launched the Survey to Support Quality Improvement via REDCap, with respondents completing site-specific surveys in 6-week increments between May 2019 and November 2021. Open-ended questions elicited written suggestions to improve patient safety in 4 domains: education, clinical setting, communication, and leadership. Cross-institutional research teams conducted qualitative content analysis to identify relevant themes. RESULTS: Respondents (n = 460; 53.2%, of which 47.2% were female) included 386 students, 45 faculty, and 29 staff. We analyzed 166 to 225 unique responses consisting of short phrases to full paragraphs per question. Our analysis inspired an interactive Safety Compass Model of Patient Safety Culture in Chiropractic Teaching Clinics, which includes 8 themes. Accountability and Transparency were essential values for individuals and organizations. Safety Education on safety-related topics was counterbalanced by Safety Reporting structures and procedures. Educators teach Clinical Standards of patient safety, while communication patterns circulate Risk Mitigation processes. Clinic settings establish Patient-Centered environments, while leadership sustains the overall framework through Administrative Oversight. CONCLUSION: Students, faculty, and staff stakeholders identified myriad opportunities to improve patient safety culture in chiropractic teaching clinics. Chiropractic teaching programs are encouraged to use the Safety Compass Model to identify and address areas for improvement in their own institutions.
Association of Chiropractic Colleges Educational Conference and Research Agenda Conference 2025: Transformative Trends in Healthcare.
Association of Chiropractic Colleges
J Chiropr Educ · 2025 Feb · PMID 40067820 · Full text
This conference was convened by the Association of Chiropractic Colleges in New Orleans, Louisiana, March 20-22, 2025. The theme for this Association of Chiropractic Colleges Educational Conference and Research Agenda Co...
This conference was convened by the Association of Chiropractic Colleges in New Orleans, Louisiana, March 20-22, 2025. The theme for this Association of Chiropractic Colleges Educational Conference and Research Agenda Conference (ACCRAC) program was Transformative Trends in Healthcare. This proceedings document includes the names of the Peer Review Committee members and all platform and poster abstracts presented at the 2025 ACCRAC.
Comparison of force-time characteristics of prone cervicothoracic spinal manipulative therapy between chiropractic interns and chiropractors: A cross-sectional study.
Perron F, Funabashi M, Gauthier JL … +1 more , Pagé I
J Chiropr Educ · 2025 Feb · PMID 39998915 · Full text
OBJECTIVE: Although the force-time characteristics of spinal manipulative therapy (SMT) have been extensively studied, evidence on the maturation of SMT delivered to the cervicothoracic junction is scarce. The aim of thi...
OBJECTIVE: Although the force-time characteristics of spinal manipulative therapy (SMT) have been extensively studied, evidence on the maturation of SMT delivered to the cervicothoracic junction is scarce. The aim of this study is to compare the force-time characteristics of a cervicothoracic SMT technique between experienced chiropractors and chiropractic interns. . METHODS: Participants performed a total of 18 posterior-to-anterior cervicothoracic SMT on a human-shaped manikin, fixed to an instrumented treatment table. Participants were instructed to execute the technique, contacting either the right or the left side of the manikin, at 3 different levels of force: low, typical, and high. Three-level analysis of variance was used to assess the effect of group (experienced chiropractors or interns), force level, and contact side on force-time characteristics. Variability of these characteristics among participants was also evaluated. RESULTS: No statistically significant differences were observed in any of the force-time characteristics between chiropractic interns (n = 15) and experienced chiropractors (n = 10), nor on the contact side used to perform the SMT (p > .05). Significant effects on force level were noted for all force-time characteristics (p < .05), except for impulse duration (p > .05). The interns displayed more variability than experienced chiropractors for the force at thrust initiation only (p = .02). . CONCLUSION: This study shows that both chiropractic interns and experienced clinicians deliver SMT to the cervicothoracic junction with similar force-time characteristics. However, final-year students exhibited greater variability in controlling their force just before initiating the thrust, indicating that some aspects of their motor skill may still be developing.
Quality of life in chiropractic students pre- and post-COVID-19 lockdowns utilizing the Short-Form Health Survey-36.
Cade AE, Niazi IK, Whittaker E … +2 more , Midanik R, Stevens K
J Chiropr Educ · 2025 Feb · PMID 39998914 · Full text
OBJECTIVE: To compare previously recorded quality of life scores of students at the New Zealand College of Chiropractic using the Medical Outcomes Study 36-Item Short-Form Health Survey (SF-36) to those after New Zealand...
OBJECTIVE: To compare previously recorded quality of life scores of students at the New Zealand College of Chiropractic using the Medical Outcomes Study 36-Item Short-Form Health Survey (SF-36) to those after New Zealand (NZ) COVID lockdowns. METHODS: Previously recorded students' SF-36 questionnaires were collected before (2019) and after (2022) the lockdowns. Student populations were independent at each time point (pre- and post-lockdown) and were compared between 2019 and 2022 using unpaired Wilcoxon tests and to similarly aged and NZ normative data. RESULTS: Two hundred seventy-six pre-COVID (51.1% female) and 120 post-COVID (60.8% female) data sets were returned. All pre-COVID years and scores were significantly higher or comparable with reference data (p ≤ .050). Post-COVID scores dropped below pre-COVID and reference data-with the largest drops seen in emotional wellbeing, emotional role limitations, social, and fatigue domains (p < .05 - p < .001). Only post-COVID physical functioning was comparable with pre-COVID or reference data (p > .050). CONCLUSION: This study suggests that before COVID New Zealand College of Chiropractic perceived their quality of life as the same or better than the average New Zealander or similarly aged person. After COVID, most quality of life scores dropped substantially with emotional, social, and fatigue-related domains showing the greatest decline.
Exploring students' study time, sleep duration, and perceptions of course difficulty on final examination results: A cross-sectional study.
Zhang N, He X
J Chiropr Educ · 2025 Feb · PMID 39998913 · Full text
OBJECTIVE: To evaluate the possible association between student final exam scores and student-reported measures of study time, sleep duration, perception of course difficulty, and grade satisfaction. METHODS: A 4-item qu...
OBJECTIVE: To evaluate the possible association between student final exam scores and student-reported measures of study time, sleep duration, perception of course difficulty, and grade satisfaction. METHODS: A 4-item questionnaire was administered to 354 3rd-quarter students during finals week. Students were asked to report their study time, sleep duration the night prior to the exam, and perception of course difficulty as well as grade satisfaction using a 5-point Likert scale response prior to taking the exam. The relationship between exam scores from the immunology and endocrinology courses and those 4 items were analyzed. RESULTS: We found the grade satisfaction and total scores before the final exam and sleep duration had a positive relationship with final exam scores (immunology: r = .29, r = .56, and r = .22, p < .01; endocrinology: r = .41, r = .42, and r = .26, p < .01). In contrast, a negative relationship between the perceptions of course difficulty and the final exam score was found (immunology: p < .01, r = -.15; endocrinology: p < .01, r = -.32). Surprisingly, study time did have a significant correlation with final exam scores (p > .05). CONCLUSION: Adequate sleep the night prior to an examination was positively associated with the exam scores. Study time for the final exam did not correlate with final exam scores. There may be a need for schools to consider the potential impact student sleep habits have on academic performance and to distribute this information to students.
Measuring evidence-based practice knowledge, skills, attitudes, and behavior in students of manual therapy education programs: A scoping review of instruments and their measurement properties.
deGraauw L, Cox J, Kissel J … +2 more , Murnaghan K, Hogg-Johnson S
J Chiropr Educ · 2024 Oct · PMID 39440631 · Full text
OBJECTIVE: The purpose of this review was to identify assessment instruments and their measurement properties for assessing evidence-based practice (EBP) knowledge, skills, attitudes, and behavior among students of manua...
OBJECTIVE: The purpose of this review was to identify assessment instruments and their measurement properties for assessing evidence-based practice (EBP) knowledge, skills, attitudes, and behavior among students of manual therapy education programs. METHODS: 7 electronic databases were systematically searched from inception to May 19, 2023. (MEDLINE, EMBASE, CINAHL, ERIC, EBSCO Discovery, LISA, Google Scholar.) Search terms were subject headings specific to each database (MeSH in MEDLINE) and relevant to evidence-based practice, assessment tools/instruments, and manual therapy healthcare professions. Eligible studies included students of manual therapy education programs (chiropractic, physiotherapy, occupational therapy, osteopathy) and provided evidence supporting instrument measurement properties (reliability, validity). Titles and abstracts were screened by 2 reviewers. Data on each instrument and its properties were extracted and tabulated by 2 reviewers. Instruments were compared using the Classification Rubric for EBP Assessment Tools in Education (CREATE) framework including the 5 steps in the EBP model. Joanna Briggs Institute methodology and Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews checklist were followed. RESULTS: 5 studies were identified, (3 physiotherapy, 2 chiropractic) Two studies used a physiotherapy-focused modification of the Fresno test. One study presented the Knowledge of Research Evidence Competencies instrument. Two studies presented original instruments. Instruments focused on the knowledge domain and did not assess all 5 EBP model steps. CONCLUSION: The current literature does not address all 5 steps of the EBP model. The identified instruments have the potential to ensure chiropractic institutions are graduating chiropractors who are highly skilled in evidence-based practice.
Twelfth World Federation of Chiropractic Global Education Conference: "Technology and Innovation: Shaping the Future of Chiropractic Education".
World Federation of Chiropractic
J Chiropr Educ · 2024 Oct · PMID 39385537 · Full text
This conference was convened by the World Federation of Chiropractic from October 30 to November 2, 2024, in Kuala Lumpur, Malaysia. The 2024 program focused on the delivery of technology in chiropractic education.
This conference was convened by the World Federation of Chiropractic from October 30 to November 2, 2024, in Kuala Lumpur, Malaysia. The 2024 program focused on the delivery of technology in chiropractic education.
Evaluation of chiropractic students' knowledge and attitudes following pain interventions: A randomized educational trial at 2 institutions.
Miller KL, Boylan P, Mullen CR … +3 more , Randolph ML, Kettner NW, Pohlman KA
J Chiropr Educ · 2024 Oct · PMID 39373022 · Full text
OBJECTIVE: To examine chiropractic students' attitudes regarding knowledge of pain neuroscience, chronic pain, and patient-centered care before and after educational interventions. Secondarily, this study aimed to compar...
OBJECTIVE: To examine chiropractic students' attitudes regarding knowledge of pain neuroscience, chronic pain, and patient-centered care before and after educational interventions. Secondarily, this study aimed to compare measures of these skills between cohorts at different timepoints throughout training programs. METHODS: Using stratified randomization, 281 Year 3 chiropractic students at 2 institutions were allocated into 1 of 3 educational interventions and served as active-control comparison groups: pain neuroscience education, chronic pain education, or patient-centered care. Participants completed validated surveys regarding their experience with the education interventions immediately pre- and post-lecture and 12 weeks after completion. For further comparison, surveys were also completed by 160 Year 1 students and 118 Year 2 students at 1 of the institutions. Independent sample t tests and 1-way analysis of variance were used for data analysis. RESULTS: All Year 3 lecture groups showed immediate improvements (pain neuroscience education: 3.99 + 3.09/100, p = .18 [95% CI: 10.10 to -1.77]; chronic pain education: 0.42 + 0.74/7, p = .02 [95% CI: 0.72 to 0.07]; patient-centered care: 0.25 + 0.12/6, p = .05 [95% CI: 0.12-0.51]), but these were not sustained at the 12-week follow-up (pain neuroscience education: -6.25 + 4.36/100, p = .15 [95% CI: 14.93 to -2.42]; chronic pain education: 0.33 + 0.16/7, p = .19 [95% CI, 0.66 to 0.01]; patient-centered care: 0.13 + 0.13/6, p = .30 [95% CI: 0.41 to -0.13]). Compared to active controls, only the patient-centered care group showed an immediate statistically significant difference. CONCLUSIONS: While this study found that immediate improvement in targeted competencies is possible with focused interventions, they were not sustained long term.
Technology in Education: Riding the Wave of the Future. Chiropractic Educators Research Forum (CERF), June 22, 2024.
Chiropractic Educators Research Forum
J Chiropr Educ · 2024 Oct · PMID 39300674 · Full text
The Chiropractic Educators Research Forum convened a conference on June 22, 2024. During this meeting, attendees shared what chiropractic programs are doing, specifically focusing on education research related to technol...
The Chiropractic Educators Research Forum convened a conference on June 22, 2024. During this meeting, attendees shared what chiropractic programs are doing, specifically focusing on education research related to technology. Presenters and panelists discussed what technology chiropractic programs should be using to educate chiropractors for the future.
Perceived stress and burnout syndrome in chiropractic students at a South African university during the COVID-19 pandemic: A cross-sectional study.
Wagner T, Yelverton C
J Chiropr Educ · 2024 Oct · PMID 39293799 · Full text
OBJECTIVE: Higher stress levels may be associated with decreased academic success and physical and psychological well-being in chiropractic students. This study aimed to determine the perceived stress and burnout of chir...
OBJECTIVE: Higher stress levels may be associated with decreased academic success and physical and psychological well-being in chiropractic students. This study aimed to determine the perceived stress and burnout of chiropractic students at the University of Johannesburg during the COVID-19 pandemic. METHODS: This was a quantitative, exploratory study utilizing a self-administered online questionnaire distributed to chiropractic students (n = 246) at the university. The questionnaire consisted of 3 main components: demographics, the Perceived Stress Scale (PSS-10), and the Maslach Burnout Inventory-Student Survey (MBI-SS). Data were analyzed utilizing exploratory factor analysis, Cronbach alpha for reliabilities, and descriptive statistics for mean scores being interpreted using subscales pertaining to the 2 survey tools. RESULTS: The response rate was 63.82% (n = 157) with the PSS-10 indicating participants obtained a total mean score of 25.08 (average stress). For the MBI-SS categories, participants scored 18.96 out of 30 for exhaustion, 10.31 out of 30 for cynicism, and 22.46 out of 36 for professional efficiency; higher scores of exhaustion and cynicism and lower scores of professional efficiency are indicative of higher degrees of burnout. Statistically significant differences for both tools were noted in relation to age and academic year with higher values indicated with increased age and progression in the program. CONCLUSION: The results indicate that chiropractic students experienced moderate levels of stress but higher burnout than other health sciences student populations when compared to current literature. Age and progression in the program appear to have a negative influence on both these factors.
Interprofessional education among musculoskeletal healthcare professions: A scoping review.
Ismail F, Myburgh C, Downing C … +1 more , Makkink A
J Chiropr Educ · 2025 Feb · PMID 39286931 · Full text
OBJECTIVE: To examine peer-reviewed literature involving undergraduate interprofessional education (IPE) focusing on musculoskeletal (MSK) healthcare professions. METHODS: Methodological searches were conducted on electr...
OBJECTIVE: To examine peer-reviewed literature involving undergraduate interprofessional education (IPE) focusing on musculoskeletal (MSK) healthcare professions. METHODS: Methodological searches were conducted on electronic databases PubMed, Scopus, ERIC, and ProQuest. No date restrictions were applied. English sources (qualitative and quantitative methodological studies, conference papers and proceedings, systematic reviews, grey literature, unpublished materials, theses, and dissertations) were included. A researcher, independent reviewer, and research librarian completed the search and data extraction from June to October 2023. Disagreements were resolved by discussion. ATLAS.ti was used to analyze data by generating codes linked to the text. Findings were reported in a narrative format and by using tables. RESULTS: Initially, 2894 articles were retrieved and screened for relevance. After rigorous screening procedures, 18 articles from various countries were deemed eligible for inclusion. The included studies were conducted within the date range of 2010 to 2024. The included studies employed mixed methods (n = 9), quantitative (n = 5), and qualitative (n = 4) approaches. Combined medical and physiotherapy student cohorts were prominently featured in 67% (n = 12) of the reviewed studies. All 18 studies incorporated the implementation and/or evaluation of an IPE intervention. Thematic analysis revealed 5 overarching themes, encompassing the benefits, barriers, interventions, strategies, evaluation, and general findings related to IPE. CONCLUSION: The reviewed literature emphasizes a significant gap in IPE initiatives concerning various MSK health providers, including chiropractors, podiatrists, biokineticists, and osteopaths. This paucity accentuates the need for further exploration and evaluation of IPE within MSK-specific contexts, crucial for addressing and mitigating the escalating global burden of MSK diseases.
Effect of unproctored versus proctored examinations on student performance and long-term retention of knowledge.
Zhang N, Larose J, Franklin M
J Chiropr Educ · 2024 Oct · PMID 39286929 · Full text
OBJECTIVE: To compare unproctored and proctored online exams among chiropractic students. METHODS: Pre-existing data of 234 students across 4 consecutive endocrinology classes were analyzed for this study. The course was...
OBJECTIVE: To compare unproctored and proctored online exams among chiropractic students. METHODS: Pre-existing data of 234 students across 4 consecutive endocrinology classes were analyzed for this study. The course was comprised of 3 lectures (50 minutes per lecture) each week. Student performance was evaluated by midterm exam and summative exam (S1). The students from 3 classes were asked to take a voluntary second summative exam (S2) approximately 7 months after the S1. Since this study was partially conducted during the COVID pandemic, some classes took the midterm and the S1 proctored in the classroom while others took them unproctored from a remote location. RESULTS: The mean midterm exam (p < .001) and S1 scores (p = .01) for the unproctored group (93.6 ± 7.0 and 88.8 ± 8.2) were significantly higher than the proctored group (88.1 ± 8.2 and 83.9 ± 11.2). The mean time taken by students was much greater for the unproctored exams than for the proctored exams (midterm: 40.7 ± 10.2 versus 16.7 ± 7.0, p < .001; S1: 47.0 ± 8.7 versus 21.5 ± 9.0, p < .001). By contrast, the mean unproctored S2 scores were lower than the proctored group (60.2 ± 14.7 versus 88.1 ± 8.2, p < .001). A linear regression test showed that the final exam was a statistically significant predictor of the recall exam (p < .01, R2 = 28.3%). CONCLUSION: The findings suggest that student performance is significantly altered by test format.
Relationship between satisfaction of work-related needs and forms of motivation for the pursuit of scholarly activity by chiropractic faculty.
Major CA, Visconti S, Novak M … +2 more , Ross K, Burnham KD
J Chiropr Educ · 2024 Oct · PMID 39278833 · Full text
OBJECTIVE: This study sought to determine whether chiropractic faculty were extrinsically, introjectedly, or intrinsically motivated to pursue scholarship; if satisfaction of a faculty member's work-related needs of auto...
OBJECTIVE: This study sought to determine whether chiropractic faculty were extrinsically, introjectedly, or intrinsically motivated to pursue scholarship; if satisfaction of a faculty member's work-related needs of autonomy, competence, and relatedness correlated with intrinsic motivation to pursue scholarly activities; and to identify barriers to faculty participation in scholarship. METHODS: An anonymous online survey was administered to full-time faculty at 2 chiropractic institutions in the United States. Survey items assessed whether faculty perceived their work-related needs as met, which motivation type they displayed, and perceived barriers to performing scholarly work. Pearson correlation was used to measure the relationships between satisfaction of the work-related needs and intrinsic motivation. Content analysis was used to analyze faculty responses regarding perceived barriers. RESULTS: On average, survey items indicating extrinsic motivation received 52.2% of positive responses, those indicating intrinsic motivation received 47.8% of positive responses, and those indicating introjected motivation received 26.7%. Intrinsic motivation was positively correlated with each of the work-related needs (autonomy: r = .34, p = .067; competence: r = .52, p = .004; relatedness: r = 0.34, p = .063). Four categories of barriers were reported: time constraints, lack of knowledge, lack of support, and lack of interest. CONCLUSION: In this sample, chiropractic faculty most frequently identified with survey items indicating extrinsic motivation. Satisfaction of each of the 3 work-related needs was positively correlated with intrinsic motivation; however, competence showed a significant correlation indicating as competence is satisfied faculty are more likely to be intrinsically motivated to pursue scholarship. Perceived lack of time, knowledge, and support were reported barriers to the pursuit of scholarship.
Student loan debt and income among chiropractors: A description of consultancy data.
Schut SM, Lawrence DJ, Bejarano G
J Chiropr Educ · 2024 Oct · PMID 39278826 · Full text
OBJECTIVE: To describe student loan debt and income of doctors of chiropractic (DC) who sought private student loan counseling. METHODS: A descriptive analysis of de-identified client records from a student debt consulti...
OBJECTIVE: To describe student loan debt and income of doctors of chiropractic (DC) who sought private student loan counseling. METHODS: A descriptive analysis of de-identified client records from a student debt consulting firm (Student Loan Planner®) was conducted. Data regarding chiropractic programs, cumulative student loan amounts, and current incomes at the time of consultation were abstracted. Descriptive statistics were reported. RESULTS: Consultations (n = 448) were completed with DCs between March 2017 and August 2023. Nearly half (44.2%) reported student loan indebtedness between $150,000 and $249,999 with another 35.7% indicating between $250,000 and $349,999. The mean student loan debt was $249,149 (SD: $82,892) with a median of $240,000 (interquartile range [IQR]: $199,507-$295,390). The mean income for DCs in this sample was $81,305 (SD: $47,495) with a median income of $75,000 (IQR: $50,000-$100,000). The mean debt-to-income ratio was 4.11 (SD: 2.93) with a median of 3.38 (IQR: 2.21-5.16). Sixteen consultees possessed a debt-to-income ratio below 1.00, whereas more than a quarter (26.3%) of consultees reported a debt-to-income ratio greater than 5.00. CONCLUSION: DCs seeking debt guidance commonly carry substantial student loan debt that far exceeds their income. Our findings highlight that the student loan debt crisis includes DCs.
Comparison of mistakes on multiple-choice question and fill-in-the-blank examinations: A retrospective analysis.
He X, Zhang N
J Chiropr Educ · 2024 Oct · PMID 39265994 · Full text
OBJECTIVE: The objective was to compare the average number of mistakes made on multiple-choice (MCQ) and fill-in-the-blank (FIB) questions in anatomy lab exams. METHODS: The study was conducted retrospectively; every exa...
OBJECTIVE: The objective was to compare the average number of mistakes made on multiple-choice (MCQ) and fill-in-the-blank (FIB) questions in anatomy lab exams. METHODS: The study was conducted retrospectively; every exam had both MCQs and FIBs. The study cohorts were divided into 3 tiers based on the number and percentage of mistakes in answering sheets: low (21-32, >40%), middle (11-20, 40%-20%), and high (1-9, <20%) tiers. The study used an independent 2-sample t test to compare the number of mistakes between MCQs and FIBs overall and per tier and a 1-way analysis of variance to compare the number of mistakes in both formats across the 3 tiers. RESULTS: The results show that there was a significant difference in the number of mistakes between the 2 formats overall with more mistakes found on FIBs (p < .001). The number of mistakes made in the high and middle tiers had a statistical difference, being higher on MCQs (p < .001). There was no significant difference in the number of mistakes made in the low tier between formats (p > .05). Furthermore, the study found significant differences in the number of mistakes made on MCQs and FIBs across the 3 tiers, being highest in the low-tier group (p < .001). CONCLUSION: There were fewer mistakes on the MCQ than the FIB format in exams. It also suggests that, in the low tier answering sheets, both formats could be used to identify students at academic risk who need more attention.
Depression, anxiety, and sleep attributes: A cross-sectional study of chiropractic college students.
Ward J, Coats J
J Chiropr Educ · 2025 Feb · PMID 39256922 · Full text
OBJECTIVE: To measure degree of depression, anxiety, and hours of sleep of chiropractic college students through an anonymous paper survey. METHODS: A convenience sample of 164 chiropractic college students completed a M...
OBJECTIVE: To measure degree of depression, anxiety, and hours of sleep of chiropractic college students through an anonymous paper survey. METHODS: A convenience sample of 164 chiropractic college students completed a Major Depression Inventory (MDI) survey, a 2-item Generalized Anxiety Disorder (GAD-2) survey, and were asked the number of hours of sleep they had per night and demographic questions. The survey was distributed to trimester 1-6 students 4 weeks into their 15-week semester. RESULTS: Chiropractic students had an average MDI score of 18.1 ± 10.6 (mean ± SD), indicating the average chiropractic college student did not display depression. However, subset analysis revealed 18.9% of students had MDI scores over 30, which is associated with possible severe depression. Of students who demonstrated possible severe depression, 80.6% were female. Body mass index demonstrated no correlation with the number of respondents at risk for severe depression. Average GAD-2 score was 3.0 ± 1.9; male students scored 2.4 ± 1.8 and female 3.6 ± 1.8, indicating female students expressed anxiety more. Last, survey respondents reported they averaged 6.3 ± 1.1 hours of sleep per night with females reporting approximately 30 minutes less sleep per night than males. CONCLUSION: Chiropractic students, on average, did not display depression. However, a subset of female students near the age of 26 were at an increased risk of severe depression. Chiropractic students displayed a rate of anxiety greater than that of undergraduate college students based on existing data sets and reported approximately 6 hours of sleep per night.
Compliance with evidence-based radiographic imaging guidelines by chiropractic interns at a chiropractic training program.
Wong YK, Teoh SY
J Chiropr Educ · 2024 Oct · PMID 39177451 · Full text
OBJECTIVE: Evidence-based radiographic guidelines are used to justify the need for radiographs and prevent their overuse. This study aimed to assess whether 4th-year chiropractic interns at the International Medical Univ...
OBJECTIVE: Evidence-based radiographic guidelines are used to justify the need for radiographs and prevent their overuse. This study aimed to assess whether 4th-year chiropractic interns at the International Medical University plan to use x-ray imaging in their future private practice in line with the principles taught throughout their chiropractic program and the evidence-based imaging guidelines. METHODS: A survey questionnaire was distributed to 74 final year chiropractic interns, with 62 completed responses. The questionnaire consisted of 8 case scenarios representing potential chiropractic patients. The interns were asked to decide whether to x-ray the patient or not, and which x-ray views to request if they chose to x-ray the patient. RESULTS: Results were compared with the gold standard using percentage agreement. The findings revealed that the chiropractic students adhered to the gold standard answers for 6 out of 8 cases. However, they did not perform well in selecting the correct x-ray views for the 3 cases where radiography was indicated by the gold standard. CONCLUSION: Results suggest that while the interns have a good understanding of when radiography is necessary, they may need additional training in selecting the appropriate x-ray views for each case.
Improving diversity, equity, and inclusion in chiropractic education and profession: Report from three 2020-2021 summit meetings.
Oberstein R, Bogatski A, Seto S … +3 more , Bielser SD, Odierna DH, Smith M
J Chiropr Educ · 2024 Oct · PMID 39155849 · Full text
OBJECTIVE: Racial and ethnic minority groups are underrepresented in chiropractic education and the profession, and are less likely than individuals identifying as White to have access to or use chiropractic care. Stakeh...
OBJECTIVE: Racial and ethnic minority groups are underrepresented in chiropractic education and the profession, and are less likely than individuals identifying as White to have access to or use chiropractic care. Stakeholders with leadership positions in USA-based chiropractic colleges and organizations participated in 3 online diversity, equity, and inclusion (DEI) summit meetings to foster a deeper understanding of DEI, identify DEI objectives, and develop action steps and drive change. Summit I (51 attendees) comprised 3 presentations that provided background about DEI in chiropractic education and practice. Summit II (32 attendees), comprised 4 breakout sessions addressing organizational issues in DEI. Summit III (65 attendees) comprised 5 collaborative sessions focused on implementation of DEI objectives. METHODS: We use aggregate data and qualitative summaries to provide a descriptive narrative. Data sources include pre/post-summit quantitative surveys, items from open-ended questionnaires, and a spreadsheet of recommendations for increasing organizational DEI. RESULTS: Before attending Summit I, 48% rated their understanding of DEI issues as "moderately" or "very" high, compared with 74% afterward. Summit II participants suggested actions that should be taken by their institutions and the profession. Summit III participants stressed the need for DEI-supportive data, policies, and resources. They identified > 150 action steps to address DEI objectives. A listserv was established to facilitate ongoing institutional collaboration. CONCLUSION: Summit participants recognized the importance of developing a diverse, culturally aware chiropractic workforce. The summits provided structure and support for stakeholders to effectively plan for and implement DEI in their organizations and institutions.
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