The Journal Of Chiropractic Education[JOURNAL]
Sun
200 papers
Comparison of student satisfaction, perceived learning and outcome performance.
Taliaferro SL, Harger BL
J Chiropr Educ · 2022 Mar · PMID 34228786 · Full text
OBJECTIVE: The goal of this study was to investigate whether blended online with laboratory instruction differs from traditional classroom lecture and laboratory with regard to student satisfaction and performance in a r...
OBJECTIVE: The goal of this study was to investigate whether blended online with laboratory instruction differs from traditional classroom lecture and laboratory with regard to student satisfaction and performance in a radiographic technique class teaching radiation health and physics. METHODS: Following institutional review board approval, 122 participants were randomly assigned to either an online or classroom environment for the lecture portion of the course. All participants attended weekly laboratory sessions in person. Anonymous surveys given during midterm and final exams assessed satisfaction with learning experience and expected grades. Linear models assessing differences between groups were adjusted for age, gender, prior online class experience, online class preference, self-reported computer skill, and time of year. RESULTS: Students in the blended cohort reported overall greater satisfaction (p < .03) and found the delivery method more enjoyable (p < .002) than did the traditional classroom cohort. No differences in exam scores between groups were observed. CONCLUSION: This study demonstrated that a blended format of instruction can improve learner satisfaction as compared with the traditional classroom method. Blended instruction implemented into a traditional educational program helps students balance schedules, has a positive impact on perceived learning, and provides exam success similar to that of the traditional classroom.
Making a case for genomics in chiropractic education.
Burnham KD, Takaki LAK
J Chiropr Educ · 2022 Mar · PMID 34170312 · Full text
OBJECTIVE: To determine if an existing course in genetics should be revised to refocus on the topic of genomics and its impact on health and primary care, a survey of chiropractors was conducted regarding genomics and pa...
OBJECTIVE: To determine if an existing course in genetics should be revised to refocus on the topic of genomics and its impact on health and primary care, a survey of chiropractors was conducted regarding genomics and patient care. METHODS: A short survey was designed to ascertain chiropractors' knowledge and use of genomics in their practices, particularly regarding direct to consumer genetic testing. Nine closed-ended questions and 2 open-ended questions were included. Pearson correlation was used to evaluate relationships between close-ended responses. Content analysis was conducted on the final open-ended question that queried respondents for further comments. RESULTS: There were 181 completed surveys returned. Patients do ask chiropractors about their own direct to consumer genetic testing results-42% indicated that they are approached by patients 1-3 times per month to discuss genetics/genomics. Knowledge of genomics varies among chiropractors, yet 51% feel that teaching genomics is moderately (31%) or extremely (20%) important. CONCLUSION: An introductory course in clinical genomics is necessary to prepare a chiropractor for patient care.
Association of Chiropractic Colleges Research Agenda Conference 2021 Abstracts of Proceedings.
J Chiropr Educ · 2021 Mar · PMID 33825893 · Full text
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Harnessing the Web: How Chiropractic Education Survives and Thrives During the COVID-19 Pandemic: Chiropractic Educators Research Forum (CERF), December 5, 2020.
Chiropractic Educators Research Forum
J Chiropr Educ · 2021 Oct · PMID 33825871 · Full text
This conference was convened by the Chiropractic Educators Research Forum (CERF) on December 5, 2020. This meeting provided a forum for the presentation of scholarly works in chiropractic education theory and practice. T...
This conference was convened by the Chiropractic Educators Research Forum (CERF) on December 5, 2020. This meeting provided a forum for the presentation of scholarly works in chiropractic education theory and practice. This conference specifically focused on research related to chiropractic education during the COVID-19 pandemic. During the December 2020 CERF meeting, presenters and panelists took an in depth look at how programs worked to meet program objectives, graduation requirements, accreditation, and other activities during the COVID-19 pandemic.
Developing a standardized curriculum for teaching chiropractic technique.
Gleberzon BJ, Cooperstein R, Good C … +2 more , Roecker C, Blum C
J Chiropr Educ · 2021 Oct · PMID 33822081 · Full text
OBJECTIVE: This is a report of the results of 4 facilitated workshops aimed at developing a standardized chiropractic technique curriculum. METHODS: Workshops were held at research conferences during 2014, 2016, 2018, an...
OBJECTIVE: This is a report of the results of 4 facilitated workshops aimed at developing a standardized chiropractic technique curriculum. METHODS: Workshops were held at research conferences during 2014, 2016, 2018, and 2019. Participants were tasked with developing recommendations for diagnostic and therapeutic procedures appropriate for chiropractic technique programs. RESULTS: For diagnostic procedures, there was general agreement among participants that chiropractic programs should include diagnostic imaging, postural assessment, gait analysis, palpation (static, motion, and joint play/springing), global range of motion, and evidence-based orthopedic/neurological tests. No consensus could be reached with respect to chiropractic x-ray line marking (spinography) nor heat sensing instruments, and there was only partial consensus on leg length assessment. For therapeutic procedures, all participants agreed that the following should be included: high-velocity, low amplitude spinal and extremity manipulation, adjustments assisted by hand-held instruments, drop tables, flexion-distraction tables, and pelvic blocks. There was unanimous support for teaching mobilization of the spine and peripheral joints, as well as for manual and instrument-assisted soft tissue therapies. There were some overarching issues: participants strongly preferred assessment methods known to be reliable and valid and therapeutic procedures known to be safe and effective. Where evidence was lacking, they insisted that diagnostic and therapeutic methods at minimum have face validity and biological plausibility. However, they cautioned against applying aspects of evidence-based care too rigidly. CONCLUSIONS: Despite differing views on chiropractic terminology, philosophy, and scope of practice, participants' opinions were similar regarding diagnostic and therapeutic procedures that ought to be included in chiropractic technique programs.
Chiropractic student diagnosis and management of headache disorders: A survey examining self-perceived preparedness and clinical proficiency.
Moore C, Whillier S, Funabashi M … +5 more , De Carvalho D, Adams J, Fernandez M, Giuriato R, Swain M
J Chiropr Educ · 2021 Oct · PMID 33618352 · Full text
OBJECTIVE: To explore the self-perceived preparedness and clinical proficiency in headache diagnosis and management of Australian chiropractic students in senior years of study. METHODS: Australian chiropractic students...
OBJECTIVE: To explore the self-perceived preparedness and clinical proficiency in headache diagnosis and management of Australian chiropractic students in senior years of study. METHODS: Australian chiropractic students in the 4th (n = 134) and 5th year (n = 122) of 2 chiropractic university programs were invited to participate in an online cross-sectional survey. Descriptive analyses were conducted for all variables. Post hoc analyses were performed using simple linear regression to evaluate the relationship between self-perceived preparedness and correctness of headache diagnosis and management scores. RESULTS: Australian chiropractic students in senior years demonstrated moderate overall levels of self-perceived preparedness and proficiency in their ability to diagnose and manage headache disorders. Final-year students had a slightly higher self-perceived preparedness and proficiency in headache diagnosis and management compared to those students in the 4th year of study. There was no relationship between self-perceived preparedness and correctness of headache diagnosis and management for either 4th- or 5th-year chiropractic students. CONCLUSION: Our findings suggest that there may be gaps in graduate chiropractic student confidence and proficiency in headache diagnosis and management. These findings call for further research to explore graduate chiropractic student preparedness and proficiency in the diagnosis and management of headache disorders.
Chiropractic program changes facilitated by the European Council on Chiropractic Education Accreditation reports.
Peterson CK, Miller J, Humphreys BK … +1 more , Vall K
J Chiropr Educ · 2021 Oct · PMID 33587744 · Full text
OBJECTIVE: The European Council on Chiropractic Education (ECCE) currently accredits 10 programs throughout Europe and South Africa. It is assumed that ECCE evaluation activities lead to changes to the chiropractic progr...
OBJECTIVE: The European Council on Chiropractic Education (ECCE) currently accredits 10 programs throughout Europe and South Africa. It is assumed that ECCE evaluation activities lead to changes to the chiropractic programs but no systematic evaluation as to whether this is true, and the extent of changes has previously been done. The purpose of this study was to obtain feedback from program heads as to whether ECCE evaluation reports facilitated changes/improvements to their programs and to identify their reported changes. METHODS: This was a mixed methods audit study using questionnaires with 2 sections. Closed statements requesting the degree of change to each section of the "Standards" based on ECCE evaluation reports (substantial, some, none) were analyzed using frequencies. Written responses identifying the specific changes made based on previous evaluation reports were evaluated independently by 3 researchers using a modified "thematic analysis" approach. RESULTS: All 10 accredited programs responded. Seven of the 10 programs (70%) reported "some" or "substantial" changes to ≥ 6 sections of the ECCE Standards. The most common section with reported changes was "Educational Program" (8 of 10). "Educational Resources" had the largest number of programs reporting "substantial changes" (4) and was the second most common section to have reported changes. The main themes identified emphasized changes in "infrastructure, equipment and faculty," "increasing evidence-based practice," and "instilling a research culture in faculty and students." CONCLUSION: ECCE accreditation processes facilitate changes to the chiropractic programs, particularly in the areas of improved infrastructure and faculty, research, and evidence-based practice.
Exploring the application of the Charlson Comorbidity Index to assess the patient population seen in a Veterans Affairs chiropractic residency program.
Ly VT, Coleman BC, Coulis CM … +1 more , Lisi AJ
J Chiropr Educ · 2021 Oct · PMID 33428733 · Full text
OBJECTIVE: Chiropractic trainees require exposure to a diverse patient base, including patients with multiple medical conditions. The Veterans Affairs (VA) Chiropractic Residency Program aims for its doctor of chiropract...
OBJECTIVE: Chiropractic trainees require exposure to a diverse patient base, including patients with multiple medical conditions. The Veterans Affairs (VA) Chiropractic Residency Program aims for its doctor of chiropractic (DC) residents to gain experience managing a range of multimorbid cases, yet to our knowledge there are no published data on the comorbidity characteristics of patients seen by VA DC residents. We tested 2 approaches to obtaining Charlson Comorbidity Index (CCI) scores and compared CCI scores of resident patients with those of staff DCs at 1 VA medical center. METHODS: Two processes of data collection to calculate CCI scores were developed. Time differences and agreement between methods were assessed. Comparison of CCI distribution between resident DC and staff DCs was done using 100 Monte Carlo simulation iterations of Fisher's exact test. RESULTS: Both methods were able to calculate CCI scores (n = 22). The automated method was faster than the manual (13 vs 78 seconds per patient). CCI scores agreement between methods was good (κ = 0.67). We failed to find a significant difference in the distribution of resident DC and staff DC patients (mean p = .377; 95% CI, .375-.379). CONCLUSION: CCI scores of a VA chiropractic resident's patients are measurable with both manual and automated methods, although automated may be preferred for its time efficiency. At the facility studied, the resident and staff DCs did not see patients with significantly different distributions of CCI scores. Applying CCI may give better insight into the characteristics of DC trainee patient populations.
Evaluation of an online case-based learning module that integrates basic and clinical sciences.
Major CA, Burnham KD, Brown KA … +3 more , Lambert CD, Nordeen JM, Takaki LAK
J Chiropr Educ · 2021 Oct · PMID 33411912 · Full text
OBJECTIVE: Case-based online modules can be created to integrate basic science and clinical science knowledge. An integrated module was designed, implemented, and evaluated for student performance and perception. METHODS...
OBJECTIVE: Case-based online modules can be created to integrate basic science and clinical science knowledge. An integrated module was designed, implemented, and evaluated for student performance and perception. METHODS: Five faculty members from both basic science and clinical education departments developed an integrative, online, case-based learning module. The case involved a patient with facial asymmetry, and the student was led to a diagnosis of Bell's palsy. Material on Bell's palsy was presented in an integrated module in addition to traditional lecture for a fall cohort of students and was presented only in traditional lecture format to a winter cohort of students. Both cohorts were given the same 5 multiple-choice questions on Bell's palsy as part of a midterm exam, and the scores of these test questions were compared between cohorts. A 13-question, mixed-methods survey was given to the fall cohort to determine their perceptions of the module and their learning. RESULTS: Multiple-choice test question performance was equivalent between cohorts for the Bell's palsy questions (fall 2018: mean = 3.68, SD = 0.99; winter 2019: mean = 3.51, SD = 0.92). Perception survey responses indicated that students felt positively about the integrated module and that it was applicable and helpful with improving, reinforcing, and integrating basic science and clinical knowledge. CONCLUSION: This study provides evidence that case-based integrated modules are perceived favorably by students and result in similar exam question performance. They can be a useful tool to help students connect information throughout the chiropractic curriculum.
Characteristics of chiropractic patients treated at the University of Johannesburg chiropractic student clinic and relevance to the educational process.
Ismail F, Booysen N, Yelverton C … +1 more , Peterson C
J Chiropr Educ · 2021 Oct · PMID 33316062 · Full text
OBJECTIVE: This study aimed to analyze the demographic and descriptive information of new patients presenting to an educational institution-based chiropractic student clinic in South Africa that could then be used to dra...
OBJECTIVE: This study aimed to analyze the demographic and descriptive information of new patients presenting to an educational institution-based chiropractic student clinic in South Africa that could then be used to draw comparisons to other international chiropractic student clinics and local practices. METHODS: We conducted a retrospective descriptive study of all new patient files from January 1, 2016, to July 31, 2016. The variables extracted were age, health profiles, number of musculoskeletal complaints, treatment protocol, and number of treatments that patients received for the initial complaint. Data were analyzed using cross-tabulations and multidimensional χ2 tests. RESULTS: There were 865 files reviewed. Most patients were aged between 20 and 24 years. Lumbar and pelvic complaints were most common (42.2%), followed by the cervical spine (28%). Lumbar (18.8%) and cervical (16.8%) biomechanical conditions, followed by lumbar myofascial pain syndrome (7.6%), were the most common problems. Musculoskeletal conditions were reported in 99% of cases. The majority (80%) of patients received 9 or fewer treatments for their initial complaint. Manipulation was used in 93.9% of cases, followed by mobilization (8.8%), interferential current (23.5%), and dry needling (19.1%). CONCLUSIONS: Data gathered suggest that there are some general similarities with international training institutions. There are also differences between the study sample and international institutions and South African private chiropractic practice. The dissimilarities were a younger patient population, a lower number of treatment visits, and low exposure to nonmusculoskeletal conditions. These differences may affect the breadth of student education and require further investigation.
Attitudes and behaviors of chiropractic interns toward occupational history taking.
Madigan D, Quinlan-Ruof E, Cambron JA … +5 more , Forst L, Zanoni J, Conroy LM, Patil CL, Friedman LS
J Chiropr Educ · 2021 Mar · PMID 33271599 · Full text
OBJECTIVE: This study uses a pre- and post-training program evaluation of chiropractic interns to (1) describe changes in their frequency of occupational history taking before and after a 1-hour training and (2) to docum...
OBJECTIVE: This study uses a pre- and post-training program evaluation of chiropractic interns to (1) describe changes in their frequency of occupational history taking before and after a 1-hour training and (2) to document the attitudes and beliefs regarding occupational health and history taking. METHODS: All chiropractic interns at 1 clinic location completed questionnaires assessing their attitudes and perceptions regarding documenting the occupational history of their patients each trimester they were enrolled in the study. Each intern enrolled in the study for 2 or more trimesters participated in a 1-hour-long training session on taking an occupational history. The supervising clinician independently evaluated charting behaviors of interns for the duration of the study. RESULTS: The supervising clinician assessed 20 interns' level of documenting occupational history for 202 new patient or reexamination visits. A majority of interns (85% at baseline) were interested in occupational health, and 80% believed that occupational history taking was "very important." Intern charting behaviors increased after training related to documentation of past occupation (62.9% from 32.4%) and relating the chief complaint to work (59.7% from 30.0%). Detailed occupational history taking remained low throughout the study but demonstrated a doubling in documentation after training (16.1% from 8.6%). CONCLUSION: Chiropractic interns and clinicians should be adequately trained in occupational health history documentation practices as they are likely to care for work-related injuries. Short training modules appear to be effective in demonstrating small changes in documentation related to occupational history taking.
Evaluating a service-learning assignment in a doctor of chiropractic program public health course.
Ward KL, Odierna DH, Smith M
J Chiropr Educ · 2021 Mar · PMID 33271597 · Full text
OBJECTIVE: Despite the use of service learning in other health care education programs, little is published about its use in doctor of chiropractic programs. Since 2017, the public health course at our institution has in...
OBJECTIVE: Despite the use of service learning in other health care education programs, little is published about its use in doctor of chiropractic programs. Since 2017, the public health course at our institution has included a service-learning assignment in which students volunteer for nonprofit organizations and write an essay about their experience. The objective of this study was to assess the effects of the assignment on students' self-reported public health knowledge and attitudes. METHODS: Between April 2017 and June 2018, 56 essays were collected from students who volunteered at a nonprofit organization focused on 3 categories: youth, the environment, or poverty. Each essay was deidentified and assigned random 4-digit-number file names. Ten files were randomly selected from each of the 3 categories for qualitative thematic analysis using deductive and inductive coding. RESULTS: Student essays demonstrated competency in public health concepts, including organizational systems, levels of prevention, and the social ecological model. In addition, a majority of the students went beyond discussing knowledge gained from this assignment and described the impact of their experience on their personal growth. CONCLUSION: This study demonstrates that students respond favorably to a service-learning assignment that addresses public health competencies and may foster personal and professional development.
Team-based learning in neuroanatomy.
Whillier S, Lystad RP, El-Haddad J
J Chiropr Educ · 2021 Oct · PMID 33271591 · Full text
OBJECTIVE: Team-based learning (TBL) is an active learning method in which student teams participate in individual work, teamwork, and the application of learned concepts to problem solving. It has been widely adopted in...
OBJECTIVE: Team-based learning (TBL) is an active learning method in which student teams participate in individual work, teamwork, and the application of learned concepts to problem solving. It has been widely adopted in the education of health professions. The aim of this study was to assess whether TBL in tutorials would be beneficial to students' assessed knowledge and subjective sense of satisfaction as compared to traditional modes of teaching. METHODS: In 2018, TBL was introduced into the tutorials of a clinically oriented undergraduate course of neuroanatomy, and its benefits in improving student grades and satisfaction were assessed. The Welch 2 sample t test was used for group differences in continuous variables, and Pearson's χ2 test with Yates' continuity correction was used for group differences in dichotomous variables. Linear modeling was used to look for group differences while adjusting for significant baseline characteristics. RESULTS: Our study found that in comparison to more traditionally delivered teaching, TBL did not improve grades or alter overall satisfaction. A post hoc pairwise comparison of satisfaction among lectures, tutorials, and practical classes showed that students appeared to be most dissatisfied with the TBL. CONCLUSION: Analysis of our methods, results, student comments, and the literature indicate that the length of the tutorials, at 1 hour, was too short to conduct TBL to the standards required. In addition, there is an imperative to persist in preparing students for a different knowledge-transfer paradigm, and it takes a few iterations to improve the approach and application of this method of teaching.
The development and evaluation of an online educational tool for the evidence-based management of neck pain by chiropractic teaching faculty.
Verville L, Dc PC, Grondin D … +2 more , Dc SM, Kay R
J Chiropr Educ · 2021 Mar · PMID 33175979 · Full text
OBJECTIVE: To develop an online, interactive educational tool to deliver an evidence-based clinical practice guideline to faculty members at a Canadian chiropractic college. Second, to evaluate the learning, design, and...
OBJECTIVE: To develop an online, interactive educational tool to deliver an evidence-based clinical practice guideline to faculty members at a Canadian chiropractic college. Second, to evaluate the learning, design, and engagement constructs of the tool in a sample of chiropractic faculty members. METHODS: Using an integrated knowledge translation methodology and the Knowledge to Action Framework, we developed an evidence-based online learning tool. The context of the tool focused on a clinical practice guideline on the management of neck pain. We evaluated the learning, design, and engagement constructs in a sample of faculty members and residents using the Learning Object Evaluation Scale for Students. Participants were also asked to provide suggestions for improvement of the tool. RESULTS: Sixteen participants completed the evaluation. Most (68.8%) participants were chiropractors, 75% were male and 56% were between the ages of 25 and 44 years. At least 75% of participants agreed that the learning, design, and engagement constructs of the learning tool were adequate. The open-ended suggestions unveiled 3 pedagogical themes, relating to multimedia, thinking skills, and learner control, within the tool that could benefit from further development. These themes informed recommendations to improve the tool. CONCLUSION: Our online, interactive, module-based learning tool has sound pedagogical properties. Further research is needed to determine if its use is associated with a change in knowledge.
Impostor phenomenon among US chiropractic students.
Kimball KA, Roecker CB, Hoyt K
J Chiropr Educ · 2021 Oct · PMID 33036028 · Full text
OBJECTIVE: Impostor phenomenon is expressed by feelings of self-doubt and the belief that one is unintelligent. The purpose of this research was to describe the prevalence of impostor phenomenon among students enrolled i...
OBJECTIVE: Impostor phenomenon is expressed by feelings of self-doubt and the belief that one is unintelligent. The purpose of this research was to describe the prevalence of impostor phenomenon among students enrolled in a doctor of chiropractic program and to evaluate for any differences in the rates of impostor phenomenon between males and females. METHODS: We performed an anonymous cross-sectional, online survey of all students enrolled in the doctor of chiropractic program at 2 campuses of 1 chiropractic college. We reported the point prevalence of impostor phenomenon and used χ2 to evaluate the differences in impostor phenomenon among males and females. We also evaluated for between-group differences for 4 other demographic factors believed to influence impostor phenomenon. RESULTS: We received 406 survey responses (34% response rate). Impostor phenomenon was reported in 39% of students responding to our survey. Approximately 46% of all females and 32% of all males met the criteria for impostor phenomenon, and females had significantly higher rates of impostor phenomenon (p = .005). The following variables were not associated with impostor phenomenon: year in which students were enrolled; marital status; whether chiropractic was their first career; and type of clinical experience the student encountered. CONCLUSION: Our findings demonstrate that over a third of students enrolled in a doctor of chiropractic program met the criteria for impostor phenomenon, and females were significantly more likely to experience impostor phenomenon. The results from this survey are similar to those reported in other healthcare educational settings.
Perceptions of Ontario chiropractors on business education in chiropractic schools.
Ciolfi MA, Azad A, Al-Azdee M … +5 more , Habib A, Lalla A, Moslehi M, Nguyen A, Panah BA
J Chiropr Educ · 2021 Mar · PMID 32947620 · Full text
OBJECTIVE: Chiropractic, as a business in the health care system, has a component of entrepreneurship. Therefore, it is important to have business education in chiropractic schools. This study examines perceptions of bus...
OBJECTIVE: Chiropractic, as a business in the health care system, has a component of entrepreneurship. Therefore, it is important to have business education in chiropractic schools. This study examines perceptions of business education in chiropractic schools as evaluated by Ontario, Canada, practicing chiropractors. METHODS: We conducted a series of interviews with 16 chiropractors practicing in Ontario. Questions aimed at analyzing 2 levels of chiropractors' perceptions on the quality of business education they received. The questions were designed around 2 concepts: perceived level of business knowledge acquired and current level of knowledge for 6 business topics. The topics included accounting and finance, organizational behavior and human resources, legal and ethical issues, strategic management, managerial decision making, and operational management. Interview responses were analyzed by grouping significant statements into themes followed by descriptions of what and how the subjects experienced the phenomena. RESULTS: The interviews revealed that Ontario practicing chiropractors' requirements for education in business skills are both broad and essential, embracing most if not all major business domains. Many participants indicated that the status of business education in chiropractic schools is minimally contributing to business skills following graduation. CONCLUSION: Producing chiropractors with entrepreneurship skills requires enhanced business education in chiropractic schools. Perceptions of Ontario chiropractors reveal a gap between skill-oriented business training in chiropractic education and the skills needed to practice within the profession.
Using technology-based educational interventions to improve knowledge about clinical practice guidelines.
Verville L, Dc PC, Grondin D … +4 more , Mior S, Moodley K, Kay R, Taylor-Vaisey A
J Chiropr Educ · 2021 Mar · PMID 32931558 · Full text
OBJECTIVE: To describe the best evidence on the effectiveness of technology-based learning tools designed to improve knowledge of health care providers about clinical practice guidelines (CPGs). METHODS: We conducted a s...
OBJECTIVE: To describe the best evidence on the effectiveness of technology-based learning tools designed to improve knowledge of health care providers about clinical practice guidelines (CPGs). METHODS: We conducted a systematic review, searching MEDLINE, Embase, and CINAHL from inception to July 2018. Included studies investigated the effectiveness of any technology-based learning tools developed to improve knowledge of health care providers about CPGs. We used a 2-phase screening process to determine eligibility. Pairs of reviewers critically appraised relevant studies using the Scottish Intercollegiate Guidelines Network checklist for randomized controlled trials or the National Institutes of Health checklist for pre- and postintervention trials. Evidence from internally valid studies was described using a best-evidence summary. We conducted a sensitivity analysis to determine whether results varied according to methodological quality. RESULTS: Twenty-five of 8321 articles met our selection criteria. Six studies had a low risk of bias and were included in this review. Spaced education was associated with improvement in knowledge; however, its effectiveness relative to other interventions is unknown. Module-based online educational interventions were associated with improvement in knowledge of CPGs; however, they may not be more effective than paper-based self-learning or in-person workshops. The sensitivity analysis determined that the evidence was similar between the high and low risk of bias studies. CONCLUSION: Module-based- and spaced-education interventions may be beneficial for improving health care providers' knowledge of CPGs; however, much of the evidence toward their use is preliminary.
Practice analysis and changes to the Chiropractic Board of Clinical Nutrition diplomate exam.
Shotts BL, Himelfarb I, Crawford GL … +2 more , Harding J, Gow AR
J Chiropr Educ · 2021 Oct · PMID 32930341 · Full text
OBJECTIVE: The main objective of this study was to report results of the practice analysis survey and to provide insights into the average levels of performance and the importance of professional tasks executed by chirop...
OBJECTIVE: The main objective of this study was to report results of the practice analysis survey and to provide insights into the average levels of performance and the importance of professional tasks executed by chiropractic nutritionists. In addition, this study informs the chiropractic community of the changes made to the Chiropractic Board of Clinical Nutrition diplomate exam. METHODS: Seventy-eight practicing chiropractic nutritionists responded to the practice analysis survey. Their responses were analyzed, and conclusions about frequency and importance of performance tasks were reached. A panel of subject matter experts provided a qualitative review of the survey responses. The quantitative and qualitative analyses of the survey responses indicated that minor changes to the test plan were needed. RESULTS: Descriptive statistical techniques were employed to analyze the survey responses. The qualitative panel suggested reducing the number of domains on the nutrition exam from 7 to 6 by combining Laboratory and Nutrition-Specific Testing and Imaging and Other Special Studies domains. Additionally, the panel decided on the final distribution of weights combining the quantitative results with qualitative perspectives. CONCLUSION: The practice analysis is a first step in the definition of the skills required for practicing chiropractic nutritionists. The analysis becomes one of the references and a decision-making tool used by the board for developing and administrating quality assessments.
A descriptive analysis of clinical application of patient-reported outcome measures and screening tools for low back pain patients in US chiropractic teaching institutions.
Cooper JC, Gliedt JA, Pohlman KA
J Chiropr Educ · 2021 Mar · PMID 32930339 · Full text
OBJECTIVE: To describe the clinical use of patient-reported outcome measures (PROMs) and screening tools (STs) for low back pain (LBP) in clinics of chiropractic teaching institutions in the United States. METHODS: A des...
OBJECTIVE: To describe the clinical use of patient-reported outcome measures (PROMs) and screening tools (STs) for low back pain (LBP) in clinics of chiropractic teaching institutions in the United States. METHODS: A descriptive analysis was completed with data collection achieved between June 2018 and March 2019. PROMs/STs were classified as disability/functional measures, pain measures, psychosocial measures, and other measures. Frequencies of use of PROM/ST instruments were calculated. RESULTS: Representatives from 18 of 19 chiropractic institutions (94.75%) provided a description of PROM/ST use for LBP in their teaching clinics. Seventeen institutions (94.4%) reported the routine clinical use of PROMs/STs for LBP. Disability/functional measures were the most common type of instruments used, followed by pain measures, psychosocial measures, and others. The 4 most common individual PROMs/STs reported were (1) Oswestry Disability Index, (2) a variation of a pain rating scale, (3) Keele STarT Back Tool, and (4) Patient Specific Functional Scale. Six out of 18 (33%) institutions reported the use of a PROM/ST specifically designed to focus on psychosocial influences. CONCLUSION: Most chiropractic institution teaching clinics in the United States reported the clinical use of PROMs/STs for patients presenting with LBP. This mirrors trends in chiropractic literature of increasing use of PROMs/STs. A minority of institutions described the clinical use of a PROM/ST specifically designed to detect psychosocial influences.
Nonacademic qualities as predictors of performance in an undergraduate healthcare program.
Rix J, Dewhurst P, Cooke C … +1 more , Newell D
J Chiropr Educ · 2021 Mar · PMID 32930335 · Full text
OBJECTIVE: Nonacademic qualities such as time management, study skills, stress, and motivation have been linked to academic performance. The purpose of this study was to gain an understanding of this relationship to enab...
OBJECTIVE: Nonacademic qualities such as time management, study skills, stress, and motivation have been linked to academic performance. The purpose of this study was to gain an understanding of this relationship to enable early remediation in a chiropractic training program. METHODS: Questionnaire data were collected at the beginning of the academic year, end of semester 1, and end of semester 2. Questions were related to participants' time management, study skills, stress, and motivation. These were compared to summative assessment results. Semistructured interviews were conducted at the end of semester 1 and end of semester 2. RESULTS: Amount of time spent studying did not correlate significantly with assessment results. At the beginning of the year, 85.7% of students participated in extracurricular activities. This reduced throughout the year; students who stopped activities were significantly more successful in assessments. When stress at the beginning of the year was compared to end of semester 1, there was a significant increase (p = .012), with further significant increases from semester 1 to the end of semester 2 (p = .001). Students were very motivated at the beginning of the year, and this was maintained to the end of semester 1 (p = .257). However, at the end of semester 2, students became significantly less motivated (p = .007). End-of-year motivation correlated with poor student outcomes (p = .056). CONCLUSION: Time management, study skills, stress, and motivation influenced academic performance in this sample of students. This study supports the notion that student assistance is needed. Additional research into student assistance would be beneficial.
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